Helpful Terms & Topics

AAC” refers to any form of communication used to supplement or replace speech. It can include low-tech methods like picture cards or sign language, as well as high-tech solutions like speech-generating devices or tablet apps. In short, AAC provides a way for a child to express themselves if they have difficulty using spoken words. Why it matters: AAC can unlock a child’s potential for communication by giving them a voice when spoken language is hard. Using AAC often improves social interaction and even academic success, because the child can share their needs, thoughts, and questions more easily. How it’s supported in therapy: Rather than hindering speech, introducing AAC early can reduce frustration and support overall language development, allowing the child to participate more fully in daily life.

An articulation disorder is a speech sound problem where a child has trouble physically producing certain sounds correctly. The child might substitute one sound for another or distort sounds (for example, saying “wed” for “red” if they cannot articulate the /r/ sound). This is a motor-based issue – the child’s mouth, tongue, or lips aren’t coordinating properly to create the target sounds. Why it matters: Articulation issues can make a child’s speech hard to understand. Reduced speech clarity often leads to misunderstandings and frustration for both the child and listener. A child with an untreated articulation disorder may withdraw or speak less due to being misunderstood. How it’s supported in therapy: Early therapy can improve pronunciation, making the child’s speech more intelligible and boosting their confidence in talking with others.

Auditory memory is the brain’s ability to remember information that was heard. It involves taking in spoken language (sounds, words, or sentences), storing it, and recalling it when needed. For example, a child uses auditory memory to remember a simple instruction or to repeat a new word they just heard. Why it matters: Auditory memory is a cornerstone of learning. A child with good auditory memory can follow multi-step directions, learn songs or stories, and build vocabulary more easily. In contrast, a child with weak auditory memory may struggle to follow instructions or remember information, which can affect academic skills like listening comprehension, reading, and math. How it’s supported in therapy: Strengthening auditory memory helps support attention and learning in the classroom and at home.

APD is a condition where a child with normal hearing has difficulty processing and making sense of sounds. In other words, their ears work fine, but their brain doesn’t interpret auditory information efficiently. Children with APD may not catch subtle differences in sounds, have trouble understanding speech in noisy environments, or often ask for repetition because they “didn’t get” what was said. Why it matters: If a child can’t process spoken language well, it can impact their learning and social life. They might appear to not listen or have trouble following directions, and they may miss pieces of classroom discussion or conversations. APD can thus interfere with reading and learning new material, and also with interacting with peers (e.g. mishearing what someone said). How it’s supported in therapy: Identifying APD allows parents and teachers to use strategies (like speaking clearly, reducing background noise, or using visual aids) to help the child understand and participate more successfully.

Babbling is the stage when infants playfully produce repeated syllables and sounds, like “bababa” or “goo-gee-gah.” These random strings of consonants and vowels don’t form real words – for example, an 8-month-old might babble “goo-goo ga-ga” without meaning. Babbling typically emerges around 4–6 months and evolves into more complex babble with intonation by 10–12 months. Why it matters: Babbling is a crucial stepping stone to communication, not meaningless noise. Through babbling, babies learn how to use their lips, tongue, and voice to form sounds and syllable patterns. In fact, experts note that babbling plays an important role in language development – it helps infants gain control over their articulation and begin to express themselves. Healthy babbling indicates that a baby is practicing the coordination needed for first words. Without babbling, we’d be concerned a child isn’t practicing those speech muscles or sound patterns. How it’s supported in therapy: Encouraging babbling (by talking and babbling back to the baby) can motivate them to continue developing speech.

CAS is a motor speech disorder in which a child knows what they want to say, but the brain has difficulty planning and coordinating the muscle movements to actually say those sounds and words. It is characterized by inconsistent errors, difficulty with sequences of sounds or syllables, and sometimes groping mouth movements as the child tries to form words. In CAS, there is nothing wrong with the child’s muscles physically; rather, the speech planning “roadmap” from brain to mouth is disrupted. Why it matters: Children with apraxia of speech often speak very little or are hard to understand, despite having normal understanding of language. This can be very frustrating for them – they may want to speak but cannot get the words out. Early, intensive speech therapy is critical. There’s no quick cure, but early intervention can greatly reduce the child’s frustration by improving their ability to communicate what they intend to say. With appropriate therapy targeting speech motor planning (and sometimes using alternative communication methods in the interim), many children with CAS do learn to speak more clearly over time. How it’s supported in therapy: Early therapy also helps the child develop language skills during the important early years, preventing them from falling behind due to lack of practice speaking.

Cluttering is a fluency disorder (different from stuttering) where a child speaks very fast or in a jerky, irregular rhythm, and their speech becomes jumbled or disorganized. A child who clutters might drop syllables, slur words together, or jump from topic to topic in a way that’s hard to follow. In essence, cluttered speech sounds rapid, unclear, and/or not well organized in content. Cluttering often becomes more noticeable as children start forming longer sentences (usually around 7–8 years old). Why it matters: A child who clutters may not realize how unclear their speech is, but listeners will often have trouble understanding them. This can lead to frequent requests for the child to repeat themselves, which may frustrate or discourage them. Cluttering can also interfere with the child’s ability to effectively share their thoughts – their great ideas might get “lost” in a tangle of rushed speech. How it’s supported in therapy: Speech therapy can help a child learn to slow down, pause, and organize their speech better. By improving clarity and pacing, the child becomes easier to understand and can communicate more successfully, which is important for social relationships and classroom participation.

DLD is a diagnosis for children who have persistent language difficulties that cannot be explained by other causes (like hearing loss, autism, or brain injury). A child with DLD struggles with understanding and/or using language – for example, they may have trouble learning new words, forming sentences, or following what others say – and these problems are long-term. Importantly, DLD is developmental, meaning the child was born with this language learning difficulty (older terms for DLD include Specific Language Impairment). It affects the child’s ability to learn, understand, and use language across speaking, listening, and often reading/writing as well. Why it matters: DLD is common (around 7% of children) but often hidden or misunderstood. Language is the foundation for learning and social interaction. Children with DLD may struggle in school (because so much instruction and academic content is language-based), and they can have trouble making friends or expressing themselves clearly. They might avoid talking or feel misunderstood. Indeed, DLD can impact not just language, but a child’s confidence and peer relationships; for example, kids with DLD often have problems relating to peers and may feel awkward or get frustrated in social situations. How it’s supported in therapy: Early identification and speech-language therapy can make a big difference. With support, children with DLD can improve their language skills over time, which helps them academically and socially. Recognizing DLD is important so these kids aren’t mislabeled as “lazy” or “not smart” – they simply need extra help to build their language abilities.

Developmental milestones are skills or behaviors that most children can do by a certain age In the context of communication, milestones include things like babbling by around 6–9 months, saying first words around 12 months, combining two words by 2 years, and speaking in short sentences by 3 years. Milestones serve as checkpoints; for instance, by age 2, we expect a child to have roughly 50 or more words and start putting two words together. Every child develops at a slightly different pace, but these milestones give a general guideline of typical development. Why it matters: Tracking milestones helps parents and professionals know if a child’s development is on track or if there might be a delay. If a child is significantly late in reaching communication milestones (for example, not using any words by 18 months or not combining words by 2.5–3 years), it may signal a need for evaluation. How it’s supported in therapy: Identifying delays early is crucial – early intervention is often more effective than waiting. With timely support, many children with delays can catch up to their peers. In short, milestones are important because they act as an early warning system: when a child isn’t meeting them, intervening sooner rather than later can improve the child’s outcomes in speech, language, and learning.

Dysarthria is a motor speech disorder caused by muscle weakness or paralysis affecting the muscles used for speaking (such as the tongue, lips, vocal cords, or diaphragm). Because the speech muscles aren’t working efficiently or in a coordinated way, the child’s speech can sound slurred, slow, monotone, or overly soft. For example, a child with cerebral palsy might have dysarthric speech that is difficult to understand. In short, dysarthria means the child knows the words they want to say, but their weakened muscles can’t move fast or accurately enough to produce clear speech. Why it matters: Dysarthria affects speech clarity and voice. People may have trouble understanding what the child says, even though the child may have perfectly good language skills in their mind. This can be frustrating and limiting for the child. Additionally, dysarthria can impact feeding or swallowing if those same muscles are very weak (though that goes beyond speech). How it’s supported in therapy: With therapy, children can often improve their breath support, articulation and speaking rate to maximize intelligibility. In some cases, augmentative communication (like sign language or communication devices) is used as a supplement so the child can be understood. Addressing dysarthria is important to help the child communicate as effectively as possible and participate socially and academically without their speech being a barrier. is a motor speech disorder caused by muscle weakness or paralysis affecting the muscles used for speaking (such as the tongue, lips, vocal cords, or diaphragm). Because the speech muscles aren’t working efficiently or in a coordinated way, the child’s speech can sound slurred, slow, monotone, or overly soft. For example, a child with cerebral palsy might have dysarthric speech that is difficult to understand. In short, dysarthria means the child knows the words they want to say, but their weakened muscles can’t move fast or accurately enough to produce clear speech.

Echolalia is when a child repeats words or phrases they have heard, rather than generating original speech. For instance, if you ask, “Do you want water?” a child with echolalia might respond by echoing “...want water?” instead of answering yes or no. Echolalia can be immediate (echoing right after hearing something) or delayed (echoing lines heard earlier, like from a favorite TV show, sometimes out of context). Young children learning to talk often go through a phase of echolalia (it’s a normal part of language development up to a point), but it’s especially common and prolonged in some children with autism or language delays. Why it matters: In a child with communication delays, echolalia is often a sign that they are having difficulty producing their own words or sentences. The child isn’t being willfully obstinate by echoing; often, echoing is the child’s way of attempting communication when they can’t formulate a spontaneous response. For parents, echolalia can be confusing – the child is verbal yet not using language flexibly. Speech therapists pay attention to echolalia because it gives insight into what the child understands and what kinds of scripts or patterns they have stored. How it’s supported in therapy: Therapists can then help the child move from echolalia to more independent, functional speech (for example, teaching the child how to answer questions or use echoed phrases in appropriate ways). In summary, echolalia matters because it is both a communication attempt and a learning strategy for some children, and with support, children can progress beyond echoing to more spontaneous language.

Expressive language is how a child uses language to communicate their thoughts, needs, and ideas to others. This includes what they say (words, vocabulary) and how they form those words into sentences (grammar). Expressive language isn’t limited to speech – it can include gestures, signs, or using pictures/AAC, and as kids get older it includes writing as well. For example, a toddler using the word “milk” or signing “more” is demonstrating expressive language, as is a 5-year-old telling a short story. Why it matters: Expressive language is critical for a child to express their wants, needs, feelings, and ideas. Strong expressive skills allow a child to engage in conversations, ask questions, and learn by discussing. If a child has limited expressive language, they can’t easily tell you when they’re hungry, what they did in preschool, or if something is bothering them. This can lead to tantrums or behavior issues out of frustration. In contrast, as a child’s expressive language grows, they can participate more in social interactions and learning activities. In fact, expressive language ability is key to things like writing and storytelling later on. When children can communicate their point of view and knowledge, they tend to do better socially and academically. Thus, monitoring and fostering expressive language (through talking, reading, and responsive interactions) is very important. How it’s supported in therapy: Early intervention can help a child who is behind in expressive language catch up so they can confidently share what they’re thinking.

This is a communication disorder where a child’s ability to use language (expressive skills) is significantly below the expectations for their age. A child with an expressive language disorder might speak in very short, simple sentences, have a limited vocabulary, or make grammatical errors far beyond the age when peers have mastered those skills. Importantly, in pure expressive language disorder, the child’s understanding of language (receptive skills) can be relatively age-appropriate – the main issue is with output. The disorder can be developmental (the child is born with it or it becomes evident as they grow) or acquired (due to something like a brain injury), but in young children we usually mean developmental expressive language delay. Why it matters: A child with an expressive language disorder struggles to communicate their thoughts effectively, which can impact nearly every aspect of daily life. They may not be able to tell you what they want, ask questions, or fully participate in conversations and play. This often leads to frustration for the child and may result in behavioral outbursts or social withdrawal. In the long term, not being able to express themselves can affect a child’s academic progress (for example, when answering questions or learning to write) and their friendships. How it’s supported in therapy: The good news is that speech-language therapy can help improve a child’s expressive skills. By building vocabulary, teaching sentence structure, and practicing conversational skills, we enable the child to express wants, needs, ideas, and engage successfully with others. Early therapy is especially beneficial – as the child becomes a more competent communicator, you often see gains in confidence and reduction in frustration-related behaviors.

Fluency refers to the smooth, easy flow of speech. A fluency disorder, the most common of which is stuttering, interrupts this flow. Stuttering is characterized by involuntary repetitions (e.g. “I-I-I want that”), prolongations of sounds (e.g. “MMMM-mommy”), or blocks (pauses where the child is “stuck” trying to get a word out). Children who stutter know exactly what they want to say, but the words don’t come out smoothly. Another fluency issue is cluttering (addressed separately), but when parents think of a child “stuttering,” they’re usually noticing these repetitions or prolonged sounds. Stuttering often starts between ages 2 and 5 and can range from mild to severe. Why it matters: Stuttering can affect a child’s willingness to speak and participate. Young children might not be very self-conscious, but as they get a bit older, they may become embarrassed or frustrated by their speech disruptions. Unfortunately, children who stutter are more likely to be teased or even bullied by peers who don’t understand the disorder. This social pressure can further hurt the child’s self-esteem and make them avoid speaking situations. It’s important to address stuttering not only to improve speech fluency but also to support the child emotionally. How it’s supported in therapy: Speech therapists can teach techniques to manage stuttering (like easier beginnings of words or controlling breathing) and work on the child’s confidence in communication. With support, many children who stutter can learn to communicate effectively – stutter or not – and reduce the negative impact on their lives. The bottom line: fluency matters because it can influence how comfortably a child can express themselves; improving fluency and fostering an accepting environment helps ensure the child isn’t held back by fear of speaking.

Gestures are physical movements that convey meaning, and they are one of the earliest forms of communication. Common examples in young children include pointing to an object they want, reaching up with arms to signal “pick me up,” waving hello/goodbye, nodding for yes, or shaking the head for no. Even things like blowing a kiss or putting arms up for “all done” are gestures. These are purposeful actions used to communicate a message without words. Why it matters: Gestures are crucial for language learning and are often a predictor of how communication is progressing. In fact, gestures normally precede spoken words as a child develops. For instance, a 1-year-old might point at a cookie before they can say “cookie.” When a child uses gestures, it shows they understand how to get a message across intentionally. Gestures also help children communicate their wants and needs months before they can do so verbally. If a child has few or no gestures (e.g. not pointing by 12-15 months), that can be a red flag for communication delays or autism. How it’s supported in therapy: Encouraging gestures (like teaching baby sign language for “more” or “all done”) can actually promote spoken language – it reduces frustration and shows the child that communication gets positive results. Overall, gestures are a foundation for later language: they help children learn the give-and-take of communication, and strong use of gestures is associated with better vocabulary growth down the line.

Intelligibility means how much of a child’s speech is understood by a listener. It is often given as a percentage. For example, if a stranger understands about half of what a 2-year-old says, the child’s intelligibility to unfamiliar listeners is ~50%. There are general norms: By age 2, a typical child is about 50% intelligible to an unfamiliar listener; by age 3, about 75% intelligible; and by age 4, near 100% intelligible (though there may still be some mispronounced sounds). Intelligibility can be influenced by articulation errors, phonological processes, voice volume, etc. Essentially, it’s a measure of how clear and comprehensible a child’s speech is. Why it matters: Intelligibility is one of the most practical measures of a child’s speech development. If a child’s speech is poorly intelligible (low percentage understood), communication breaks down – even family members may frequently ask “What did you say?” or misunderstand the child’s message. This can be very frustrating for the child and for communication partners, and it may cause the child to speak less or act out in frustration. Low intelligibility can also affect social interactions (peers might avoid or tease a child whose speech they can’t understand) and academic performance (if teachers can’t understand the child’s answers or needs). How it’s supported in therapy: Tracking intelligibility helps determine if therapy is needed: for instance, a 3-year-old who is only 50% intelligible likely needs intervention. Improving intelligibility (through correcting speech sound errors or other strategies) directly improves a child’s ability to make themselves understood, which boosts their confidence and effectiveness as a communicator. In short, when a child’s speech becomes clearer, their world often “opens up” – they can interact more easily and with less frustration.

Joint attention is the shared focus of two individuals on the same object or event, with an understanding that both are interested together. For example, a parent and child both look at a bubble floating and then look at each other with a smile – that’s joint attention. It’s not just looking at the same thing; it also involves the child checking back with the adult (eye contact) or using gestures/vocalizations to include them in the experience. Early signs of joint attention in infants include following a parent’s gaze or pointing to show something. It usually emerges in the first year of life (e.g., a baby looking at a toy, then back at you, as if to say “Do you see that too?”). Why it matters: Joint attention is considered a foundational social-communication skill and a building block for language learning. It provides the basis for reciprocal interaction – in fact, “joint attention is an important foundation for language development because it provides the basis for reciprocal communication”. When a child and adult are both attending to the same thing, it creates an optimal moment for teaching language (the adult labels the object the child is looking at, and the child is more likely to learn that word). Without joint attention, those shared moments of learning are rarer. Additionally, joint attention is one of the earliest indicators of social and communication development; difficulties with joint attention (for example, not showing or pointing things to others) can be an early sign of autism. When a child has good joint attention, they are saying in essence, “Hey, I’m connected with you, and we are communicating about this thing together.” This skill leads to better language outcomes and social understanding, because the child is engaging others in their world. How it’s supported in therapy: Therapists often work on joint attention with young children with delays, since increasing joint engagement can jump-start language learning and social interaction.

“Late Talker” is an informal term for a toddler (typically between 18–30 months old) who is developing normally in other areas (understanding, play, social skills) but has a limited spoken vocabulary for their age. For example, by 2 years old most children use at least 50 words and start combining them, but a “late talking” 2-year-old might have only a handful of words or none at all. Key to this definition: a late talker generally understands language well and may communicate nonverbally, but they simply aren’t using many words yet. About 10-15% of toddlers are late to talk. Some catch up on their own by age 3 (these are often called “late bloomers”), while others may have an underlying language delay or disorder. Why it matters: It’s important to monitor late talkers because early language delay can sometimes foreshadow later language or learning challenges. While many late talkers do catch up, research shows that late talking toddlers have a higher risk of continuing to have weaker language and vocabulary even at 4–5 years old if not given support. They may also have more difficulty with pre-reading skills when entering school. Additionally, a toddler who can’t express themselves with words might resort to screaming or hitting out of frustration, or may be quieter and not engage as much with peers. How it’s supported in therapy: Early intervention (like speech therapy or language stimulation techniques at home) can help late talkers “find their words” faster. Essentially, identifying a child as a late talker is a cue to parents and professionals to provide extra language input and possibly therapy, rather than taking a “wait and see” approach. Many late talkers do very well with some help, often making huge gains in a short time. But because a subset might not catch up on their own, paying attention to a late talker’s progress is important to ensure they develop strong communication skills (which are critical for everything from learning to read to making friends).

In speech and language context, modeling means providing a clear example of desired language for a child to imitate or learn from. Essentially, you talk in the way you want the child to talk. For instance, if a child says “ball!”, the adult might model back “Yes, big red ball!” – expanding on the child’s attempt. If the child is not talking yet, a parent might model words during play (e.g., repeatedly saying “up” and “down” as they move a toy car) so the child hears the language associated with actions. Modeling can apply to speech sounds (exaggerating a target sound), words, or whole sentences. It’s done without directly pressuring the child to repeat it (that would be a prompt); you’re simply demonstrating. Why it matters: Children learn to talk by hearing others – we learn through watching, listening, and imitating others. Consistent modeling gives the child correct examples of vocabulary and grammar in context, effectively giving them the building blocks of language. For a child with speech delay, modeling provides them with the words or sounds they need to hear many times before they can say them. For example, if a toddler says “da” for “dog,” a parent who models “Yes, that’s a dog” (emphasizing the ending sound) is helping the child hear the correct production. Modeling is a gentle teaching method; it avoids constant correction (which can frustrate a child) and instead immerses the child in rich, correct language. Over time, the child’s own utterances start to reflect the models they’ve been exposed to. How it’s supported in therapy: In therapy, we use modeling extensively because it’s effective – a child might not immediately copy our model, but every modeled word or sentence is one more exposure that brings them closer to using it themselves. In summary, modeling matters because it is one of the primary ways children naturally learn language, and it’s something parents and educators can do throughout the day to support a child’s communication development.

Nonverbal communication is conveying a message without spoken words. This includes body language (postures, movements), facial expressions (smiles, frowns), eye contact and gaze, and gestures (pointing, waving). It also encompasses tone of voice and other vocalizations like grunts or laughter, which aren’t words but carry meaning. For children, common nonverbal communication might be tugging on a parent’s hand to get attention, using a puzzled facial expression when they don’t understand something, or even tantrums (in a sense, a nonverbal expression of frustration). Nonverbal communication often accompanies verbal communication to add emphasis or emotion – for example, a child saying “yes” while nodding emphatically. Why it matters: A large portion of communication is nonverbal, even for adults. For children, nonverbal cues are essential for understanding and being understood. Babies communicate entirely nonverbally at first (crying, smiling, reaching), and caregivers rely on those signals to meet the child’s needs. As children grow, reading others’ body language and facial expressions helps them interpret social situations (knowing if someone is happy, upset, or confused). Likewise, kids use their own nonverbal signals to supplement their words, especially when their verbal skills are still developing. Nonverbal communication is also key for children with limited spoken language; for example, a nonverbal child with autism may learn to use pictures or sign language, which are nonverbal methods, to communicate effectively. In essence, nonverbal skills support language development and social interaction – a child who can point, nod, or make eye contact appropriately will often have an easier time learning words (because they can share attention and indicate interests). Conversely, difficulties with nonverbal communication (like not making eye contact or not understanding personal space) can lead to social misunderstandings. How it’s supported in therapy: Fostering good nonverbal communication (like teaching gestures or demonstrating facial expressions) is an important part of helping children become effective communicators and socially connected individuals.

Phonological processes are patterns of sound errors that young children use to simplify speech as they are learning to talk. It’s normal for toddlers to use these simplifications. For example, a child might consistently drop the last consonant of words (“ca” for “cat”), or replace all long sounds like “s” with shorter sounds like “t” (“tea” for “see”). These predictable patterns are the child’s way of making words easier to say with their limited coordination, and most processes go away as the child’s speech matures. A phonological disorder is diagnosed when these processes persist beyond the typical age or when a child uses unusual patterns that most kids don’t use. In a phonological disorder, the issue is not with the physical production (they could make the sound) but rather with the sound system rules the child’s brain is using. For instance, a 4-year-old who still says “doo” for “shoe” and “dame” for “game” is using a process (called fronting) that should have stopped by that age. If a child at 5 is still simplifying clusters (“poon” for “spoon”) or omitting many sounds, it indicates their phonological system (the internal rules of how sounds can be combined) is disordered or delayed. Why it matters: A phonological disorder significantly reduces a child’s intelligibility because whole classes of sounds might be produced incorrectly. Unlike an articulation disorder (which might affect a few specific sounds), a phonological issue can affect many sounds following a pattern. For example, if a child deletes all ending consonants, many words become ambiguous ( “bo” could be “boat,” “bowl,” “bone,” etc.). This can lead to misunderstandings, frustration, and social withdrawal if others can’t comprehend the child. Additionally, persistent phonological errors can impact literacy – a child who thinks “bear” and “bed” are both “be” (dropping final sounds) may struggle to learn that bear and bed end in different letters. How it’s supported in therapy: The good news is phonological therapy can be very effective: by teaching new sound patterns and contrasts (for example, showing that “tea” vs “see” changes meaning, so /t/ and /s/ must be distinct), we recalibrate the child’s internal sound system. As the phonological processes diminish, the child’s speech becomes much clearer and their reading skills often improve as well. Essentially, addressing phonological disorders is important not only for immediate communication but also to prevent future academic difficulties related to reading and spelling.

Pragmatics refers to the social rules of language – how we use language in context and interact with others. It’s not just what you say, but how you say it and how it fits the situation. Pragmatic skills include things like knowing how to start or end a conversation, taking turns in conversation, using eye contact and facial expressions appropriately, staying on topic, and adjusting your language depending on whom you’re speaking to. For a child, pragmatic language might involve understanding how to greet someone versus ask for something, or realizing that you should clarify if your listener looks confused. It also covers things like understanding idioms, humor, and using language for different purposes (to request, to inform, to pretend, etc.). Children with autism often have notable difficulties in pragmatics despite sometimes strong vocabulary. Another example: a child with pragmatic difficulties might dominate conversations or say things that seem rude because they don’t know the social expectations. Why it matters: Pragmatic language skills are essential for making friends and functioning well in social settings. A child could have a great vocabulary, but if they interrupt constantly, don’t make eye contact, or can’t engage in a back-and-forth play or talk, they will struggle socially. Indeed, children with social communication weaknesses often have trouble making and keeping friendships, participating in group activities, and navigating school interactions. They might be misunderstood by peers or adults (for instance, taken as rude or odd when they didn’t intend to be), leading to isolation or conflict. Pragmatics also affects classroom performance – e.g., knowing how to appropriately get the teacher’s attention or work in a group. In the long run, pragmatic skills are linked to emotional intelligence and success in collaborative environments. How it’s supported in therapy: In therapy or social skills groups, we explicitly teach things like turn-taking, waiting, understanding others’ perspectives, and reading nonverbal cues. For a parent, knowing about pragmatics is important because sometimes what looks like “behavior” (not taking turns, blurting out, not listening) could actually be a deficit in social communication understanding. By supporting pragmatic development – through modeling appropriate interactions, prompting the child (“remember to ask your friend a question about their idea”), and even using social stories or role-play – we help the child become a better communicator and friend. Pragmatics is what allows a child not just to use language, but to use it successfully with others.

Receptive language is a child’s ability to understand the language they hear or read. In young kids, it mostly refers to understanding spoken words and sentences (later on, understanding written language is also receptive). This includes comprehending vocabulary, following instructions, and processing questions. For example, if you say, “Go get your coat and shoes and meet me by the door,” a child’s receptive language skills let them decode that sentence and follow the direction. Receptive language also covers understanding concepts (like big vs. small), grammar (knowing who someone is referring to with pronouns like “he” or “they”), and the meaning of sentences. Typically, children’s receptive language develops ahead of their expressive language – they can understand more than they can say. A one-year-old might understand “Where’s the ball?” even if they can’t yet ask that question themselves. Why it matters: Receptive language is fundamental for learning and everyday functioning. A child who has trouble understanding language will likely struggle with following directions, answering questions, and learning new information. For instance, a child with poor receptive skills might seem like they are not listening or are “ignoring” adults, when in fact they didn’t grasp what was said. This can be mistaken for behavioral non-compliance. In school, nearly everything – from instructions to stories to social conversations – relies on receptive language. If a child isn’t understanding well, they can quickly fall behind academically or respond inappropriately in social situations. They may also become frustrated or anxious because the world feels unpredictable or confusing when you miss meaning. Strong receptive language is also tied to reading comprehension later on; kids first learn to understand spoken language, and that forms the basis for understanding written text. How it’s supported in therapy: The good news is that with supportive strategies, like using simpler language, visual cues, and explicitly teaching vocabulary, we can help a child improve their comprehension. Recognizing a receptive delay is key: it tells us a child might need information presented differently. In summary, receptive language matters because it’s how children take in the world of language around them – it’s the input that eventually fuels their own expression and learning. A child who can understand others is equipped to learn from teachers, empathize with friends, and respond appropriately to the demands of daily life.

This is a condition where a child has difficulty understanding language relative to what’s expected for their age. A receptive language disorder might become apparent when a toddler doesn’t seem to comprehend simple requests (like “give me the ball”) or when a preschooler can’t answer basic questions about a story read to them. It’s not due to hearing loss or global developmental delay – it’s a specific struggle with processing language. Signs can include not following directions, tuning out when language gets complex, or echoing questions instead of responding (because they didn’t fully understand the question). In essence, the child’s input side of communication (comprehension) is impaired. Some children have a mixed receptive-expressive disorder (difficulties in both areas), but a purely receptive language disorder means understanding is the primary challenge. Why it matters: Receptive language disorders can be very disruptive to a child’s daily life and learning. Difficulty understanding others leads to trouble following instructions, answering questions appropriately, and engaging in normal back-and-forth communication. A child might frequently respond incorrectly or not at all, which can be misconstrued as inattention or defiance. In preschool or school, a child with poor comprehension will struggle to learn new concepts, since so much teaching is verbal. Socially, they might not “get” what peers are saying, making it hard to join in play or conversations. This can result in the child feeling lost or socially isolated. It may also cause frustration-induced behaviors; imagine constantly being spoken to in a foreign language – that’s how confusing the world can feel to a child with a receptive language disorder. How it’s supported in therapy: Early intervention is important: therapy focuses on building understanding through strategies like simplifying language, teaching key vocabulary and concepts step by step, and using visuals or gestures to support meaning. Parents might be coached to use shorter sentences or emphasize important words. The goal is to help the child make sense of language so they can become more independent and successful communicators. In summary, addressing receptive language issues is crucial because understanding language is the foundation for almost all learning and interaction – when that foundation is strengthened, children can participate more fully and confidently in the world around them.

Selective mutism (SM) is an anxiety-based disorder where a child is fully capable of speaking, but cannot speak in certain settings or to certain people due to extreme anxiety. For example, a child might talk freely and even loudly at home with family, but become completely silent at school or around strangers. It’s not that the child is willfully refusing; they feel frozen or panicked about speaking in those select situations. Selective mutism often starts in early childhood (around ages 3-5) and is especially noticed when a child enters school. These children often communicate normally in a comfortable environment (like at home), so we know they have age-appropriate language ability; it’s the selective nature of where they can’t speak that defines the condition. Why it matters: Selective mutism can significantly impact a child’s social and academic life. A child who doesn’t speak at school can’t easily ask for help, participate in class, or make friends through talking. They might not even be able to tell the teacher they need the bathroom or that they feel sick. This level of inhibition can cause severe distress – the child may want to join in but feel physically unable to push words out. Over time, if not addressed, SM can lead to missed learning opportunities and increasing social withdrawal. Children with SM might use nodding, pointing, or whispering to one trusted peer, but overall they’re not engaging like other kids. This can also affect how peers perceive them, sometimes leading to isolation. The longer it persists, the more the child might develop negative self-esteem or additional fears. How it’s supported in therapy: SM is treatable! Approaches often involve a team: therapists, parents, and teachers create low-pressure opportunities for the child to communicate and gradually build the child’s comfort with voice in the feared settings. For instance, a therapist might start by having the child talk to mom at school (an easier scenario) and then slowly acclimate the child to responding to the teacher. With supportive intervention, many children with selective mutism make significant progress. It’s important to understand that these kids are not being stubborn – they are extremely anxious. Recognizing and treating selective mutism matters because it enables a child to find their voice across all environments, which is essential for them to learn, socialize, and feel included.

“Speech sound disorder” is an umbrella term for any difficulty or delay in a child’s ability to produce speech sounds correctly beyond the age when one would expect those errors to resolve. It encompasses problems with articulation (making the motor movements for sounds) and/or phonology (the linguistic patterns of sounds). For instance, it includes children who have trouble with specific sounds like r or s, as well as children who use error patterns like dropping end sounds or substituting entire groups of sounds. A simple way to think of it: an SSD means the child’s speech is not age-appropriate in clarity because certain sounds or sound patterns are not developing typically. By around age 4, most children’s speech is quite clear with only minor errors – if a child at 5 is still very hard to understand or has multiple sound errors, they likely have a speech sound disorder Why it matters: A speech sound disorder can affect a child’s intelligibility, making it hard for others (teachers, classmates, even family) to understand them. This often leads to the child having to repeat themselves or feeling embarrassed, and can even result in avoidance of talking. Imagine a child saying “poon” for “spoon” at age 6 – peers might giggle or not get the message, which can be discouraging. In the classroom, if the child is asked to share an answer but their response isn’t understood due to speech errors, the child might stop volunteering to speak. Over time, unresolved speech sound issues can also impact literacy; for example, a child who cannot distinguish between “sip” and “ship” in their own speech might have trouble with reading or spelling those differences. Research indicates that reduced speech intelligibility can be linked with frustration and social withdrawal. How it’s supported in therapy: The good news is that speech therapy is very effective in treating SSDs. The therapist will systematically teach the child how to produce difficult sounds and practice them in words and sentences. As the child’s speech clarity improves, you often see a boost in their confidence and participation. Thus, addressing a speech sound disorder matters not just for pronunciation’s sake – it opens doors socially and academically for the child by allowing their voice to be heard and understood clearly.

Turn-taking is the basic social skill of trading roles in an interaction – one person speaks or acts, then the other person responds, and so on. It’s fundamental to conversations (only one person talks at a time while the other listens, then they switch) and also to activities like playing games or sharing toys. Even in infancy, turn-taking appears when a baby coos and a parent coos back – they are alternating turns. In young children, turn-taking can refer to things like waiting for a turn on the slide, as well as the back-and-forth exchange in talking. It’s essentially learning not to hog the floor and also not to stay completely passive – a healthy interaction has give and take. For example, in a conversation, if someone asks a question, the other answers (that’s a turn), then perhaps asks another question back. With toys, if two children are stacking blocks, they might take turns adding a block each. Why it matters: Turn-taking is the foundation of conversation and many social interactions. Children who learn good turn-taking tend to communicate more effectively and develop better peer relationships. It teaches patience, listening, and the idea of reciprocity (communication is a two-way street). From a language development perspective, engaging in back-and-forth “serve and return” interactions with adults (even something as simple as baby babble then parent responds, then baby babbles again) is shown to strongly benefit language growth. Conversely, a child who struggles with turn-taking may interrupt frequently, talk over others, or grab toys out of turn – behaviors that can cause social friction. Turn-taking in play helps children learn self-control and empathy (e.g., “I know how I like my turn, so I will let my friend have a fair turn too”). In conversation, turn-taking ensures that children practice both speaking and listening, which are both critical language skills. How it’s supported in therapy: Therapists sometimes explicitly teach turn-taking with games or visual cue cards, especially for children with social communication difficulties or autism, because it doesn’t always come naturally. For parents, encouraging turn-taking can be as simple as pausing after you ask a question to give your child a chance to talk (showing them it’s their turn), or playing turn-based games like rolling a ball back and forth. In summary, turn-taking helps children learn the rhythm of interaction, making communication more balanced and enjoyable for them and their partners.

A voice disorder in a child means there’s something atypical about the quality, pitch, or loudness of their voice – essentially, how their voice sounds is noticeably different from other kids their age. Common voice issues in children include chronic hoarseness or raspiness (often from yelling or “voice abuse”), a voice that is too nasal or has too little nasality, or an unusually high or low pitch for their age/gender. One of the most frequent causes is vocal nodules, which are small callus-like growths on the vocal cords from frequent shouting or throat clearing. These cause the voice to sound hoarse or strained. A child with a voice disorder might also lose their voice often or complain of a sore throat. Essentially, if you notice a child’s voice and it sounds consistently harsh, breathy, very strained, or otherwise “off” over a long period, that likely qualifies as a voice disorder in need of attention. Why it matters: Our voice is a big part of how we communicate personality and emotion. A voice disorder can affect a child’s ability to communicate effectively and confidently. If a child’s voice is very hoarse or quiet, they may not be heard or understood in a noisy environment like a classroom. The child might also shy away from speaking up, knowing their voice sounds different or it hurts to talk. In some cases, peers might even tease a child with a very unusual voice. Moreover, an unhealthy voice can indicate strain that could worsen without intervention. Poor voice quality can erode a child’s self-confidence and affect how others perceive them. For instance, a constantly hoarse voice might lead others to think the child is sick or much older than they are, which can be socially awkward for the child. How it’s supported in therapy: By addressing a voice disorder (often through a combination of medical evaluation by an ENT and voice therapy with an SLP), we can help the child use their voice in a healthier way. This might involve teaching them to reduce yelling, speak from the “front” of their mouth instead of straining their throat, or exercises to improve breath support. The outcome we aim for is a clear, strong voice that doesn’t cause pain or fatigue. This lets the child participate fully – whether it’s answering a question in class, singing in music time, or laughing and yelling on the playground – without fear or discomfort. A healthy voice means the child’s message and personality can really come through.

Fine motor skills involve the small muscles of the hands and fingers, and they’re essential for everyday tasks like holding a crayon, using scissors, zipping a jacket, or feeding with a spoon. These small movements require careful hand-eye coordination and develop gradually as children gain strength and practice using their hands. Over time, stronger fine motor skills help kids manipulate small objects and tools (like crayons or utensils) more easily, boosting their confidence in daily tasks. Why it matters: If your child avoids using their hands, has trouble with buttons or puzzles, or struggles to hold a pencil, it may be a sign they need support building fine motor strength and coordination. These skills are the foundation for future writing and independence. How it’s supported in therapy: At Primes Pediatric Development Center, our occupational therapists use play-based activities to help children develop confident, capable hands — turning everyday challenges into progress.

Gross motor skills refer to large body movements like crawling, walking, running, jumping, or climbing stairs. They help children explore, play, and participate in school or group settings. These big movements engage multiple muscle groups and require balance and coordination. As children build their gross motor abilities, they become more stable and confident in physical play — from kicking a ball to dancing to music. Why it matters: Delays in gross motor development might look like frequent falls, avoiding physical play, or missing major milestones like sitting or walking. Children with weaker gross motor skills often struggle with posture, stamina, or keeping up with peers. How it’s supported in therapy: We work with children to improve balance, coordination, and core strength — giving them the tools they need to move confidently through their world.

Sensory processing is how the brain interprets input from the senses — touch, movement, sound, sight, etc. Some children are overly sensitive (avoid certain clothing, noises, or textures), while others crave extra input (like spinning, crashing, or chewing). The brain uses sensory processing to filter and organize all this information so we can respond appropriately to our environment. For example, healthy sensory processing helps a child focus on their teacher’s voice in class instead of getting distracted by background noise or the feeling of a shirt tag. Why it matters: When sensory input feels overwhelming or confusing, it can affect behavior, attention, eating, sleep, and emotional regulation. Sensory processing challenges are common in children with autism, ADHD, or developmental delays — but also occur in children without a diagnosis. How it’s supported in therapy: Our occupational therapists are trained to identify sensory profiles and create customized “sensory diets” — helping your child feel more regulated, calm, and ready to engage.

Proprioception is the body’s “internal GPS” — it helps children know where their body is in space without needing to look. This sense helps them move smoothly, climb stairs, catch a ball, or sit upright in a chair. It’s what allows a child to clap their hands with eyes closed or step over a toy without looking down. This internal body awareness works in the background, providing constant feedback so kids can automatically adjust their movements and stay coordinated and balanced. Why it matters: Children with proprioceptive challenges may appear clumsy, use too much or too little force, or constantly seek intense movement (jumping, crashing, hugging tightly). Others may seem “out of sync” with their body. How it’s supported in therapy: At Primes, we use heavy work, resistance play, and movement activities to help children develop better body awareness — which supports motor control, focus, and self-regulation.

Motor planning is the brain’s ability to plan and carry out new movements — like figuring out how to climb a ladder or learn a new dance. It’s also called praxis. Think of it as the brain creating a game plan for a physical task: first it figures out the steps, then it tells the body how to execute them. Strong motor planning skills let children tackle new tasks step by step — whether it’s hopping through a hopscotch course or learning to tie their shoes. Why it matters: Children with motor planning challenges may seem hesitant, clumsy, or have trouble learning new tasks like dressing, using playground equipment, or imitating movements. These kids often get frustrated because their body doesn’t “do what they want it to.” How it’s supported in therapy: Occupational therapy helps break tasks into steps and build confidence — so children can develop smoother, more coordinated movement over time.

Gross motor coordination is how well the body uses large muscles together — for example, running without tripping, skipping, jumping, or climbing with confidence. It’s all about big muscles working in sync with good timing and balance. When a child has good gross motor coordination, they can perform complex movements (like kicking a ball while running or pumping their legs on a swing) without losing balance or rhythm. Why it matters: When coordination is delayed, kids might struggle to keep up in games, avoid playgrounds, or seem unsure in their movements. These challenges can affect confidence, social play, and even attention during seated tasks. How it’s supported in therapy: Our therapists help children build strength, balance, and fluid movement through fun, active games that support progress at their pace.

This refers to using both sides of the body in a coordinated way — like holding paper with one hand while cutting with the other, or using both hands to climb a ladder. It includes using both hands together in the same action (like rolling dough), or in different roles (like stabilizing with one hand and writing with the other). These skills are developed through repetition and are essential for everyday functioning. Why it matters: Children who struggle with bilateral coordination might avoid crafts, fumble when dressing, or have difficulty in sports and playground play. It's a foundational skill for tasks at home, in school, and in social settings. How it’s supported in therapy: Occupational therapy helps strengthen these patterns through structured play, movement challenges, and everyday routines.

Crossing midline is when a child uses one side of their body to reach across to the other — for example, reaching across their body with the right hand to grab a toy on the left. It’s a key part of brain and body integration, helping both sides of the brain communicate efficiently. This skill supports coordinated movement and the development of hand dominance over time. Why it matters: This ability is important for writing, dressing, sports, and building a strong “dominant hand.” Kids who avoid crossing midline may switch hands mid-task or look awkward doing two-handed activities. How it’s supported in therapy: With the right support, children can develop smoother, more integrated movements that improve school readiness and independence.

Postural control is a child’s ability to hold their body upright and stable during movement or while sitting still — like sitting up at a table or standing on one foot. It relies on strong core muscles, balance, and body awareness. Good postural control allows children to move efficiently without constantly adjusting or tiring quickly. Why it matters: Kids with poor postural control may lean, slump, tire easily, or avoid certain activities. This can impact writing, focus, and confidence in both play and classroom settings. How it’s supported in therapy: We use core-building activities, balance games, and sensory-motor strategies to help kids stay strong and steady.

This is how the eyes and hands work together to perform tasks — like copying shapes, catching a ball, cutting on a line, or doing puzzles. It requires visual perception, motor planning, and coordination to carry out precise and timed actions. This skill helps children take in visual information and respond with appropriate movement. Why it matters: When visual motor skills are weak, kids may have trouble with handwriting, drawing, sports, or daily routines that require coordination. How it’s supported in therapy: Through fun and engaging activities, we help kids strengthen this connection, building confidence in both fine and gross motor tasks.

Tactile defensiveness is when a child is overly sensitive to touch or textures. Things like tags on clothing, messy play, or hair brushing might feel uncomfortable or even painful. This sensitivity can affect how a child responds to physical contact, grooming, or certain materials — leading to avoidance or distress during daily routines. Why it matters: This sensitivity can lead to daily struggles with dressing, grooming, eating, or participating in play. It can also impact a child’s ability to focus in busy environments. How it’s supported in therapy: Our therapists work gently and gradually with sensory-based strategies to help children feel more comfortable and in control of their body.

The vestibular system helps children sense movement and balance. It's what lets them know when they’re spinning, tipping, or standing upright — and helps them move safely. Located in the inner ear, this system sends signals to the brain about head position and movement, helping children stay upright and adjust to motion. When this system is under- or over-responsive, movement can feel confusing or uncomfortable.

This is a child’s natural preference for using one hand over the other in skilled tasks — like drawing or eating. As children grow, one hand typically becomes stronger and more precise, while the other supports. Consistent hand preference is an important part of brain development and fine motor skill growth. Why it matters: A clear dominant hand usually develops by age 5. If a child switches hands often, avoids using one hand, or has trouble with handed tasks, it might affect handwriting, cutting, or coordination. How it’s supported in therapy: Therapists support the development of a consistent, functional hand preference through purposeful, two-handed play and fine motor tasks.

This refers to how children hold and control writing tools over time. A mature pencil grasp allows for better control, comfort, and speed when writing or drawing. Grasp patterns typically change with age — from full-hand holds to refined finger coordination — and depend on finger strength, hand stability, and motor planning. Why it matters: Children with immature or inefficient grasps may press too hard, tire quickly, or avoid fine motor tasks altogether. How it’s supported in therapy: Our OTs work on building strength, finger control, and natural grasp patterns through fun, engaging activities — setting the stage for confident writing.

This is the ability to move and adjust objects within one hand — like flipping a pencil around or rotating puzzle pieces. It includes subtle movements like shifting, rolling, or turning objects without using the other hand or dropping the item. These refined actions support precision and efficiency in daily tasks. Why it matters: This skill supports handwriting, dressing (e.g. buttoning), and play. Kids who struggle with in-hand manipulation might use two hands when one should do or drop small items often. How it’s supported in therapy: We help strengthen this subtle but important skill using hands-on activities, games, and real-world tasks.

Core strength is the foundation of the body’s stability. It includes the muscles in the tummy, back, and hips that help children sit up, move with control, and maintain balance. These muscles support nearly every movement — from reaching and running to sitting at a desk or staying upright during fine motor work. Why it matters: Weak core strength can affect posture, endurance, and participation in both classroom and playground activities. How it’s supported in therapy: Therapists use active play, obstacle courses, and strengthening exercises to help kids build a solid foundation for movement and attention.

Shoulder stability is the control and strength around the shoulder joint, which provides a base for fine motor activities like writing and cutting. When shoulders are stable, the arms and hands can move more freely and with better control. This foundation is especially important for tasks that require reaching, lifting, or precise hand use. Why it matters: If shoulder muscles are weak or unstable, a child may fatigue easily during tabletop tasks or struggle to use their hands with control. How it’s supported in therapy: We use weight-bearing activities, vertical surfaces (like easel work), and play-based strengthening to support upper body control and endurance.

Tactile input is the information our brain receives through touch — textures, temperatures, vibrations, and more. It helps children understand their environment, feel safe, and interact with people and objects. This input comes from both active touch (like grabbing a toy) and passive touch (like feeling clothes on the skin). Why it matters: Some children are overly sensitive to tactile input (e.g. avoiding messy play or disliking certain clothes), while others may seek it out. Both patterns can impact behavior, focus, and comfort. How it’s supported in therapy: OTs help children gradually adjust to tactile experiences so they feel more comfortable engaging in daily activities and play.

These are movement or sensory activities used to help children feel more regulated — either calming them down or boosting alertness, depending on their needs. They might include deep pressure, swinging, jumping, or listening to music. These activities work by stimulating or soothing the nervous system to help kids find their “just right” state for learning and play. Why it matters: Some children need extra input to stay alert and focused (e.g., jumping, bouncing), while others need calming input to feel safe and centered (e.g., swinging, deep pressure). How it’s supported in therapy: Occupational therapists build customized sensory routines (“sensory diets”) to support your child’s ability to stay organized, focused, and emotionally balanced throughout the day.

These include basic everyday tasks like dressing, feeding, brushing teeth, toileting, and washing hands — all essential for growing independence. These skills rely on a mix of motor coordination, sensory processing, attention, and sequencing. As children mature, they gradually take over more of these routines with confidence and pride. Why it matters: Delays in self-care can affect a child’s confidence and put extra pressure on caregivers. Children may resist getting dressed, struggle with utensils, or need help with bathroom routines longer than expected. How it’s supported in therapy: Our OTs use step-by-step teaching, visuals, and fun routines to help children become more independent in age-appropriate daily tasks

Executive functioning refers to brain skills like planning, organizing, starting tasks, shifting attention, remembering instructions, and managing emotions. These skills are like the brain’s “manager,” helping children stay on track, solve problems, and complete goals. They also help kids handle changes in routine and recover from frustration. Why it matters: Kids with weak executive functioning may seem scattered, forgetful, easily frustrated, or struggle with transitions. These challenges can affect everything from homework to social play. How it’s supported in therapy: We support children with structured routines, visuals, and strategies that build independence and reduce daily stress — both at home and in the classroom.

Sensory modulation is how the body filters and adjusts responses to sensory input — helping children stay calm and alert without getting overstimulated or shutting down. It’s how kids adapt to their environment, whether it’s a quiet room or a busy playground. A well-regulated sensory system helps them respond appropriately to what’s happening around them. Why it matters: When this system is out of sync, children may overreact to sounds, lights, or textures — or seem under-responsive and hard to engage. How it’s supported in therapy: Our therapists gently guide children to regulate their sensory responses, using personalized activities that support emotional and physical balance.

These involve the movement and coordination of the lips, tongue, jaw, and cheeks — essential for chewing, drinking, swallowing, and forming sounds. Oral motor skills also support speech clarity and safe, efficient feeding. These movements depend on muscle strength, timing, and sensory awareness inside the mouth. Why it matters: Oral motor delays can impact feeding and speech clarity. Some children might gag easily, drool, or avoid certain foods and textures. How it’s supported in therapy: Through play-based therapy, we help strengthen oral muscles and coordination for more confident feeding and communication.

Body schema is the internal awareness of where body parts are, how they move, and how they relate to one another — even without looking. It helps children move smoothly, avoid obstacles, and use their body confidently in space. This subconscious “map” of the body is built through movement, touch, and interaction with the environment. Why it matters: A child with poor body schema may seem clumsy, avoid physical play, or bump into people and objects. How it’s supported in therapy: We support the development of this internal map through obstacle courses, sensory-rich movement, and games that enhance body awareness.

This is a sensory challenge where children feel unsafe when their head position shifts or their feet leave the ground — even slightly. Activities like being lifted, going down a slide, or leaning backward may trigger fear or panic. It’s a reaction rooted in the vestibular system, which helps the brain process movement and balance. Why it matters: It can make typical activities like swinging, sliding, or climbing feel scary and unsafe. How it’s supported in therapy: OTs gently and respectfully help children build trust in their bodies and in movement through supportive, confidence-building play.

Tactile discrimination is the ability to tell differences in touch — like identifying shapes by feel or finding objects in a pocket without looking. It helps children know what they’re holding, how to adjust their grip, and how much force to use. This sense supports both safety and precision in everyday activities. Why it matters: Children who struggle with this might fumble with small items, avoid hands-on activities, or need to watch their hands constantly during tasks. How it’s supported in therapy: We use hands-on games, sensory bins, and fine motor play to improve touch perception and confidence.

Ideation is the first step in motor planning — coming up with the idea of what to do in a movement situation. It allows children to imagine a goal (“I want to build a tower”) and figure out how to start. Without clear ideation, a child may stand still, copy others, or look unsure even when play opportunities are available. Why it matters: Some children can’t come up with ideas for how to use playground equipment or toys, and may freeze or imitate others instead of initiating. How it’s supported in therapy: Our therapists help kids expand their movement “vocabulary” so they feel more confident exploring and interacting with their environment.

This refers to fear or discomfort with instability or movement — often seen in children who feel unsure in their balance or core strength. It’s not just a lack of skill, but a deeper sense of feeling unsafe when not fully supported. These children may resist climbing, avoid uneven ground, or rely heavily on adults for physical support. Why it matters: Kids may avoid uneven surfaces, dislike sitting on unstable chairs, or get anxious on playground equipment. How it’s supported in therapy: We help build core strength and balance gradually so children feel safer, more grounded, and confident in movement.

Hypotonia is reduced muscle tone, making the body feel floppy or less firm. It’s not the same as weakness but can affect posture and movement. Muscle tone refers to the readiness of muscles to activate — and with hypotonia, movements may look slow or unsteady, and children may need more effort to maintain posture. Why it matters: Kids with hypotonia might tire quickly, slump when sitting, or struggle with crawling or climbing. How it’s supported in therapy: We use strengthening games, movement-based play, and postural support to help kids build better control, stability, and endurance over time.

Dyspraxia is a motor planning issue. Kids know what they want to do, but their body struggles to carry it out smoothly. They may have difficulty learning new movements, coordinating both sides of the body, or doing multi-step tasks — especially those that are new or unfamiliar. Why it matters: It can impact daily tasks like dressing, writing, or playing sports. Kids may become frustrated, avoid trying new things, or rely heavily on adults for help. With the right support, they can learn to break tasks down, build motor confidence, and become more independent. How it’s supported in therapy: We use movement games, step-by-step activities, and positive reinforcement to help kids turn effort into success.

Some kids crave intense movement or touch — like spinning, jumping, crashing, or chewing. This is often their way of trying to regulate their nervous system and feel more grounded. These behaviors are not “bad,” but are signals that their body needs input to stay focused, calm, or engaged. Why it matters: This behavior helps them regulate their nervous system, but it can sometimes look impulsive or disruptive. Without guidance, kids may crash into things or struggle to focus in structured settings. Supporting these needs in a safe, purposeful way helps improve participation, attention, and calm. How it’s supported in therapy: We create structured, high-input routines that give kids what their body needs — while helping them build control, focus, and flexibility.

Children who avoid loud sounds, bright lights, messy play, or certain textures may have sensory sensitivities. Their nervous system may register these inputs as too intense, uncomfortable, or even painful. This can make daily routines feel overwhelming or unpredictable. Why it matters: Avoidance can make daily routines harder and cause stress around grooming, dressing, or mealtimes. Children may become overwhelmed in busy environments or withdraw from sensory-rich activities. With gentle exposure and support, they can become more comfortable and confident over time. How it’s supported in therapy: Our OTs gently guide children toward sensory challenges at their own pace — helping them feel safer and more in control in daily life.

Kids with poor body awareness might bump into things, seem clumsy, or use too much or too little force during tasks. They often struggle to tell where their body is in space or how their movements relate to objects or people nearby. This internal “map” of the body develops through sensory input and active movement. Why it matters: This can affect safety, coordination, and independence — from navigating spaces to using tools properly. Kids may move awkwardly, appear clumsy, or struggle with posture and balance. Improving body awareness helps children feel more in control of their actions and surroundings. How it’s supported in therapy: We use movement-based activities, sensory input, and games to help kids build a more accurate, confident sense of their body.

Grading means adjusting the amount of force or speed used for a task — like pushing a door, stacking blocks, or writing with the right pressure. Some children use too much force (crashing, breaking things) or too little (barely touching), especially when learning new skills. This can affect precision, safety, and ease of movement. Why it matters: It affects handwriting, play, and safety — children may squeeze too hard, knock things over, or have difficulty with precision tasks. These issues can lead to frustration and hesitation during everyday activities. How it’s supported in therapy: Helping kids fine-tune their movements builds confidence and skill. Through playful practice and real-time feedback, we help children learn how to adjust their effort and move with greater control.

Some Some kids get upset quickly when tasks feel hard or don’t go as planned. They may avoid trying, give up easily, or react with anger or tears. This is often due to difficulty managing strong feelings when challenged, not a lack of motivation. Why it matters: This can interfere with learning, peer interactions, and self-esteem. Kids may give up quickly, avoid trying, or have emotional outbursts when faced with a challenge. How it’s supported in therapy: Building emotional tools and coping strategies helps them stay engaged and resilient. We help children develop patience, persistence, and a sense of pride by supporting their effort in a safe and encouraging space. get upset quickly when tasks feel hard or don’t go as planned. They may avoid trying, give up easily, or react with anger or tears. This is often due to difficulty managing strong feelings when challenged, not a lack of motivation.

Some kids feel unsafe when their feet leave the ground — like on swings, slides, or even when going down stairs. Even gentle movement can feel scary, disorienting, or out of control. This fear is rooted in how their brain processes balance and movement signals. Why it matters: This can limit play and gross motor development, making everyday activities feel risky or unpleasant. Children may avoid swings, slides, or even stepping onto uneven ground. How it’s supported in therapy: With the right approach, they can learn to feel safe, adventurous, and in control of their body. We gently introduce movement experiences that help kids build trust, strength, and a growing sense of fun in motion.

This is trouble identifying objects or textures through touch alone — like finding a pencil in a backpack without looking, or recognizing a coin from a button. Tactile discrimination helps us judge size, shape, and texture without needing to use our eyes. When this sense is underdeveloped, fine motor tasks may feel confusing or less precise. Why it matters: It can impact dressing, handwriting, and tool use — often making fine motor tasks feel confusing or frustrating. Kids may rely on visual input to compensate, which can slow them down or increase effort. How it’s supported in therapy: Strengthening tactile processing leads to smoother, more confident hand use. We use sensory-rich play, exploration games, and hands-on tasks to help kids build trust in their sense of touch