Thanks for your question. We appreciate the opportunity to address it. First, let's clarify "traits." "Traits" are not necessarily "disabilities." Rather, they are inherent qualities that make each person's behavior and personality unique. Traits tend to persist and be relatively stable over time, though we learn as we grow to adapt our inherent qualities to suit the demands of adulthood. A "disability" is thought of something that substantially impairs (one or more) fundamental life functions. Happily, we can accommodate disabilities to greater and lesser extent, so that the individual can participate independently to their fullest extent. However, the accommodation(s) stand out in comparison to the typical adaptations a person undergoes while maturing into an independent life. A trait such as a strength for visual, spatial, and analytical thinking will likely persist. A person with this trait will likely always have this strength and acquire knowledge more readily in learning by doing than in learning by listening. To be sure, the individual will learn in many modes. However, their natural attributes will tend to shape their preferences and what they pursue or find meaningful. We need to be cautious. Some late talkers may not necessarily fit this profile. Learning and development are complex. Profiles are multi-dimentional and as unique as individuals. However, broadly, late talkers tend to have exceptional visual analytical abilities. This trait tends to persist and influence the late talker's way of looking at the world and what they may pursue. We really appreciate these kinds of questions. Let us know if this sparks additional questions. We are happy to address them. Mary and Stephen Camarata.

Hello, We deeply appreciate the comments on the channel and will do our best to address them. Einstein syndrome is not a clinical condition or a diagnosis; rather, it is a collection of traits that some late talkers demonstrate in terms of advanced visual spatial-analytical abilities in the presence of delayed onset of language. Autism has been continually redefined in the past 40 years that I have been working with late-talking children of all kinds. Today, it is not unusual for adults who have taken an online quiz or read up to self-identify as autistic or neurodiverse. Adults are welcome to do this, but in terms of late-talking children, it is essential to maintain adherence to the core features of the diagnostic process for differentiating Autism from other types of developmental differences. Autism has always been defined as a pervasive disorder characterized by a reduced motivation for social communication and social interaction and a clinical level of need for sameness or adherence to routines; repetitive routines. This is in addition to late talking, so late talking by itself should never be the driving feature in diagnosing Autism. Early intervention is absolutely worthwhile -- if it is the right kind of early intervention. Traditional behavioral "Lovaas," misnamed"ABA," or discrete trial ABA can be considered for some children with Autism, but this form of early intervention also has the potential to be harmful. Two important considerations arise when considering differential diagnosis and support. One, an accurate differential diagnosis is crucial and should not be rushed or made without adequate information by persons with expertise. Second, it is important to look at each child and their specific profile and gear the intervention to match the child, not the label. The extent to which an accurate label can facilitate the dynamic process of addressing the child's needs and crafting individualized support is certainly one beneficial aspect of an accurate diagnosis. Bear in mind that appropriate support can be put in place when a definitive diagnosis is unavailable or cannot be confirmed.Always seek help if aspect(s) of your child's development cause you or your pediatrician concern. Bringing your questions, observations, and knowledge of your child, and learning about ways to encourage and support can benefit you and your child. When it comes to your child, remember, you're the one steering the ship, equipped with the knowledge and intuition to make the best decisions for them. Talk with the helpers and trust your understanding of your child's needs and your ability to navigate through choices. I worry about parents being told that if they had only enrolled in"early intervention," their child's Autism would be better or that other developmental conditions would have improved. In many cases, this introduces guilt and second-guessing on the part of a parent, especially mothers, who have put forth much effort to provide wonderful support for their child. The guilt and recriminations are not helpful, and the claims of "If only the parent did . . ." are actually untrue and mostly unfounded. The truth is that a skilled clinician can differentiate between Autism and other clinical conditions such as intellectual disability, speech disorder, language disorder, and typical developmental variation. It is worthwhile to seek out clinicians who perform a thorough differential diagnosis and are not trying to confirmAutism or other preconceived condition (i.e., Apraxia). We look forward to continued interaction with these wonderful families and viewers.Stephen and Mary Camarata.

Yes, you are definitely right. The original audio was even more challenging. This version was after I boosted the guest audio. Two notes to self: 1) always have someone monitor audio, & 2) always instruct new guests about mic proximity. The information and spirit of the message was so right, I couldn't resist sharing it! Thank you for bearing with us! We've upgraded our awareness in the audio department 🙂Mary.

Hello, And, thank you for sharing your experience with your wonderful three-year-old. He seems to have a keen analytical mind, showing a preference for the interests of his parents. Keep cherishing these moments and engage in ways that are meaningful and enjoyable for him every day. Incorporating language recasting into your interactions will complement you interactions activities and support language. Thank you for contributing your experiences. We love hearing from families, and wish you continued joy in parenting your child.

Good to hear from you! We appreciate your comment. It's not uncommon for individuals who were diagnosed with a disorder in childhood to reassess their experiences as they grow older, particularly in their twenties. It's a time of self-discovery and reflection, and it's natural to question. Remember that labels and diagnoses are not set in stone. What may have seemed like a disorder in childhood might manifest differently or not at all in adulthood. Regardless of whether you had a disorder or not, what's important is how you're feeling now and how you're navigating life. Focus on your strengths, celebrate your uniqueness, and continue to grow and learn; sounds like that’s just what you are doing (!). You have the power to define your own identity and shape your future in a way that feels authentic to you.

Thank you for your question and comment! I can imagine that this is a question that you will wonder about. The wonderful thing is that your child is now talking and communicating. Great! It is not uncommon when one (or more) of a child’s senses is impaired, that you will see developmental differences. With regard to your question, we do see differences in language development in children with visual impairment (severe visual impairments). For example, the early language of children with severe visual impairment (e.g., blindness) seems to reflect the child’s knowledge of other person’s language rather than the child’s developing knowledge of the actual world/environment. It is as if the child is learning language by storing the words and phrases by memory without the same degree of (pairing it with a) visual context. Given the age of your child at the time of receiving the vision correction, he could have simply experienced a natural burst. Though, I suppose we won’t know. I am very happy you have a little talker to share your day with! Enjoy. Mary.

Thank you so much for the kind words! :-)!

Hello, This is a great topic idea. We -really appreciate- hearing from families about what they would like to hear about on "Late Talker Journey"! Our airing schedule for our channel was disrupted over the past couple months. Happily (!), we are back up and producing episodes, and by summer's end will be back to weekly releases and adding a new feature: Live Broadcasts with "question and answer", and special guests! Sensory challenges would be an awesome topic. It affects so many families and children, and there is so much to understand. Will do! Thank you for the input. Mary

Hello, There is so much in your comment that is familiar to me. I want to encourage you to contact the Late Talkers Foundation [email protected], or contact me at [email protected], so that we can thoroughly cover the points you bring up in your comments. There is also a way that I would recommend to approach potty training. I believe you will be quickly successful. I am very glad you have a medical team to keep close tabs on the seizure activity and monitor/manage this. Good for you that you are following up with helpers. Remember to speak up and establish relationships with helpers with whom you can establish trust and respect, and who listen to you. Your knowledge and insight to your daughter is incredibly valuable. It is the relationships that will help your daughter and you the most. I hope you hear from you! Mary. PS You did nothing wrong in exposing your daughter to more than one language

Hello, Your comment reveals valuable insight. I love receiving it. You are so correct. Assessing receptive language is complex and involves many aspects (!). I often refer to receptive language as the invisible side of language for many reasons. Your observation with your daughter is one I have experienced over and over again. Factors like temperament, allowing ample time for processing and formulation of ideas, the ability to extract meaning from each of the critical semantic aspects of language (vocabulary, grammar, and syntax), and considering competing stimuli are just o few of the factors that may be affecting receptive language performance. Each child's situation is unique, making it essential to approach these considerations individually. For those interacting with early language-learners or those potentially experiencing language delays, there are fundamental principles to keep in mind. These include ensuring (to your best ability) that you have the listener's attention and motivation, allowing the listener sufficient time, understanding the listener's developmental stage, refraining from hastily judging comprehension, and avoiding asking inauthentic questions that may inadvertently become performance requests rather than genuine inquiries. Receptive language performance is pivotal in communication and language development. Kudos to you for gaining insight into your child's patterns-it's knowledge that guides and enriches our future actions in helping the child’s progress. Thank you for sharing such important input. Mary

Absolutely. You were correct to end therapy that had your daughter truly disliking it to the point of tears. Good for you for ending it. My advice to you is to look for another therapist to coach you. Be sure you carry out your "Parent Only Appointments" before you settle on someone (kzbin.info/www/bejne/bXq1mWt5o5efpac ). You will be the biggest and most significant positive impact on your daughter's language and communication. You have a unique knowledge of her and are likely already doing many language-positive things. It is a matter of learning what those language-positive interactions are and then being able to intentionally increase them in motivating and meaningful ways. We want your daughter to learn talking is fun! That good things happen when you talk! I will suggest a book or two to you: Late Talking: A Symptom or a Stage (The 2nd edition of this book had so much more additional information, the publishers felt it needed to be released as a different book, and so they are releasing it under a new title). The book has been turned in and is with the publisher. Hopefully, it will be out soon! I will make an announcement on this site at the first notice of release.). The other book you will need to buy used, but it is well worth it. The book is Play To Talk by MacDonald and Stokia. You will get a whole lot of each of these books. Even so, please get a like-minded SLP (one who believes in the power and ability of the parent) to help prioritize, coach, and monitor you through your excellent support of your child. An excellent helper is invaluable to you, and they are out there! You are always welcome to contact the Late Talkers Foundation ([email protected]) or me ([email protected]) if you need or would like more pointers. We'd love to hear from you. Keep enjoying your daughter every day. Have lots of happy, smiley play. Mary

Hello, And, thank you for your question. I believe the answer is, "yes". We all do some things for external reasons/motivations, and it results in predictability, anticipated positive outcomes for us, and keeps us engaged and able move forward in ways we choose. We need to be careful. We want to provide the external motivation as a means of support and encouragement to the individual in achieving things and end goals that would be view as desirable in the first place. External motivators can help in terms of feedback and guidance. It can provide a predictable and positive social connection that involves interaction, and aside from other things, keeps us going even in those times when the going may be a little tough. I can identify with the experience of approach-avoidance in facing things I'd rather not do . . . but that are necessary in order to achieve something that will eventually place me in a more preferred situation. Late Talkers supports families. Families are often charged with raising children. All parent, I believe, can identify with sometime needing their child to participate in things they may not prefer, but in the end are for their eventual benefit. To the extent that motivation helps us attain wellbeing, personal development, self-sufficiency, and the ability to ultimately pursue what is meaningful and creates happiness and personal fulfillment, then I think it is a good thing to support, extrinsically or other wise. We -must be thoughtful- and positive. Thank you for a good considerations! Mary.

That is my sentiment as well! When you are busy with young children, sometimes particularly late-talking children, the days are full (!) and the free time is scarce! I so appreciate families who have "been there"sharing their experiences. You are not alone!Thank you to all the interviewees :-) Mary.

Hello, we're delighted you've joined us on the channel and appreciate your comment :-)! Indeed, diagnosing ASD Level I is a role Stephen and I undertake. Critical elements in distinguishing ASD from language or other communicative disorders include a) reduced or absent social interaction motivation, b) adherence to repetitive routines, and c) communication challenges (across all aspects). We would also assess the overall impact on adaptive functioning (i.e., meeting the basic developmentally appropriate demands of everyday life). Once ASD is diagnosed, it is a matter of determining severity and the corresponding support level indicated to optimize outcomes. While all levels pose challenges, the intensity of indicated support varies. When considering Language Disorder or a potential behavioral diagnosis for which to refer, symptoms focus more centrally on communication (expressive, receptive, pragmatic, phonological) and their impact on daily operations. While Language Disorder affects interactions and adaptive skills, symptoms are less pervasive. Adherence isn't as prominent or consistent. Social motivation and pragmatics (like bids and social referencing) can vary per the particular context but are consistently present in specific environments. Both benefit from support. The important thing is to supply appropriate support, which focuses on talking, interacting, and progressing developmentally and matches the child's particular profile. Support will be different for each child. An overarching goal is a child who will converse with us, enjoy learning, and reach their potential for a full and meaningful life. A "Late Talker Journey" episode comparing and contrasting examples of support for Language Disorder and ASD could be insightful and helpful. Individuality is vital; crafting support tailored to each child's unique profile matters most. While diagnostic classifications offer guidance, customizing support to fit the child is critical! Mary.

Hello, Thank you for the comment. This question is one that families with more than one language within the household may share. I am glad to address it here. You have not created or added to any language disorder by exposing your son to more than one language. There has been a good amount of investigation into this topic. Children exposed to more than one language may divide their early vocabulary between their language, and thereby, the family members who only understand one language may "miss" some words the child produces simply because they did not understand the word(s). You are not harming your child's language. What we do know is that for many children, talking seems to happen easily and magically; emerging around 12 to 18 months of age and progresses rapidly. Within a few years, we have a talkative little person. It appears relatively easy for most children, and whether you have exposed them to one language or more than one language, their talking overall progresses the same way: seemingly easily. For about 10 percent of children, talking happens later (after 18 months), and parents start to wonder and wait. Talking doesn't seem as "easy" for this 10 percent. Happily, the vast majority of these later talkers resolve on their own by approximately three years of age. About 2 to 3% of children persist in late talking after the age of three. For these children, learning language is inherently "harder." What we know: For children who find learning one language "easy" also find learning two languages or three languages "easy" Children who find learning one language "harder" are also likely to find learning two language or three languages "harder." In other words, it is not the function of being exposed to more language that makes things easier or harder . . .there appears to be children for whom language in general is simply "harder." The good news is we know A LOT about how to help them! Please do not spend one minute questioning if you somehow hampered your child's language or if your child is finding talking "harder" because you spoke more than one language. It is just not so. Let's concentrate on enjoying our child and learning and putting in motion all the language-promoting support that will help their talking! Mary.

@@Late-TalkerJourney Thank you so much!

Hello, You have a pretty good list of characteristics there :-). The little piece of advice I would share with you is this. If this is your child's first time in this preschool class, I would allow your teacher(s) two to three weeks to experience and get to know your child in their classroom. This will allow for a much more meaningful conversation about communication and temperament. I might say something as simple as: "My son is late in talking and has a particular temperament. I would love to have an opportunity to communicate with you later after you have gotten to know my son in your class. I hope we can meet for a brief conversation after a few weeks. I am always available should you wish to meet sooner. My son is happy about preschool. We are excited about him being of your class." You will find your conversation a couple of weeks later will be so much more meaningful for the teacher once there is a context for the teacher to place the information you provide. I have experienced this with my own son when he began with new placements or teachers. Good for you for being so thorough and providing good support for your son and his teacher! :-) I hope it is a productive and wonderful year. An excellent teacher is a beautiful thing! Mary.

Hello, and welcome to the channel! We are happy the video was helpful. Please let us know what you would like to hear more about. We'd love to address it! Thank you for your comment. Mary.

I am so heartened to read your comment. Thank you! We hope you keep watching and keep finding information that is helpful, encouraging, and, most of all, helps you to enjoy your girls every day. Pass the word on where it is helpful. I know it is said at the end of every episode, but it is true . . the best thing for your child is you. Mary.

Hello, and thank you for your comment. Several aspects of the word production are considered with a four-year-old talking in single words. Some of these include whether the child is directing some or many of these single words to a listener, how frequently is the four-year-old producing the single words (several times per hour? a few times per day? etc.), how easily or clearly can they articulate the words, how varied are the words, and what function do they serve, what is the child doing nonverbally, . . . I could go on and on. Talking, however, is something that tends to be robust. There is more of a likelihood that talking will continue to improve. Still, to what degree, how fast, and at what potential cost(s). It behooves us to be aware, to be a careful consumer, and to seek the help of a specialist. While as a parent, I can understand hesitation, I do not. Instead, look for an excellent helper (see the “Parent Only Appointment” episode on the Late Talker Journey channel. It will be under the -Travel Notes- playlist). You will become informed and educated about the myriad of supportive methods you can provide, the vast majority of which you will find you already have an affinity for. It is a matter of being aware, listening to your instincts as you look for help, and moving forward confidently, best serving the child's needs. It is enjoyable and important. There are several ways to start, one good way is with your pediatrician and ask about experts. I really like the idea presented in your comment. It could be beneficial and informative to present various examples of four-year profiles where the child is at the single-word level and explore the multiple ways this presents and how this changes the way to proceed! There are similarities, and there are differences. You have inspired a potential series for "The Parent School" playlist on the channel! Are there others out there who would find this helpful and interesting? My feeling is this could be helpful! Thank you again for your comment. I will be sure to have your comment and question addressed by Stephen. I will also try to do some follow up (informally) of long term outcomes.

@@Late-TalkerJourney Thank you SO MUCH!

Thank you! :-)

Hello, I am glad you have found this Late Talker Journey channel. :-) You have provided lots of good information. You clearly are a good, careful observer. Your daughter is exhibiting many of the traits of a late-talker. I wonder, you hadn't mentioned if she is talking some. Is she? There are many types of late-talkers. In some cases, late-talking is a stage; in others, it is a symptom and indicates that support is beneficial. At age three, an excellent helper will be extremely valuable to you and your daughter and is indicated. I can understand all too well the trepidation involved in bringing your child to someone/professional that you do not know. Parents have lots of questions and concerns. They want to be sure that the professional isn't hasty, has a wonderful manner with their child, and listens well! Still, there are steps you can take for a positive outcome, and seeking the help of a professional whom you have confidence in is indicated. There are ways to do this. One important step is the "Parent-Only Appointment." I highly (!) recommend taking this step: kzbin.info/www/bejne/bXq1mWt5o5efpac I hope you watch this Late Talker Journey: Travel Note. It will guide you. Remember, you are your child's best expert, guide, and advocate. Finding that helper will be an important help and positive experience! With regard to family traits and backgrounds, it would be acceptable to consider analytical thinkers, logical thinkers, and mathematical skills together. They deal with inferencing, reasoning, and seeing things from a methodical vantage rather than linguistics. Late-talkers come from all kinds of families and backgrounds. There does seem to be a preponderance of analytical and mathematical backgrounds, but this is not hard and fast. It is more flexible. Your family does possess some of the analytical traits. What is more important and stands out to me is that you really know your daughter are, a good observer, and will be the best at supporting her talking and development! An excellent helper will maximize this. I suggest talking with your pediatrician, seeking an SLP, and watching the episode I linked in this discussion. You are capable of carrying this out so well! It will be fun and effective. Good luck to you. Keep watching the channel and contact the Late Talkers Foundation if you need help. Mary.

Does this delay include talking, reading and other areas?

Ahh, You have a little mathematician! I am glad the information presented here resonates and, we hope, is helpful and motivational for you as you travel your journey with your late talker. Their path sometimes takes different routes. Keep enjoying and believing in him. You are always welcome to contact Late Talkers. We love hearing from families!

Similar situation here. My 3 year old didn’t start talking clearly until after he turned 3. He’s 3 and a half and he can do addition, subtraction, and multiplication, and he understands it, not rote memorization. He’s more visual though, so he doesn’t do the calculations in his head, he counts with his fingers and he’s good at recognizing numbers 1-10 without counting them, sort of by recognizing the number visually, as an image. He was opening child proof locks shortly after his 1st birthday. He’s very visual.

Thanks for the affirmation :-)!

This is very reassuring. The behaviour makes my son seem very immature compared to peers but actually he seems less delayed in situations where he can communicate well. Conflict situations cause the behaviour but I guess they require sophisticated communication so no wonder.

Hello 🙂, Absolutely! Many parents have reported encountering this very phenomenon or perception. Although this occurrence isn't extensively discussed in the field of language development literature, there are references acknowledging this awareness. In my own practice, I have encountered this so frequently with parents that it indeed holds merit in my assessment. I have observed this phenomenon consistently with parents of late-talkers. There's a humorous saying that conveys a message similar to your analogy of the emerging tooth: "Right before the head falls off, the tooth comes out!" It may be a somewhat grim analogy, but it expresses a similar sentiment. Thank you for your valuable input and comment! Mary

Our experience too! It'd often seem that the more dramatic the behaviour, the bigger the burst. 🙂

We are pleased to have you as part of the Late Talker Journey community 🙂. Two-year-olds exhibit a WIDE range of variability in how they engage with and explore the world around them. Music is just one avenue among many for them to enjoy and explore, and one with broad appeal! Based on your description, it appears that this particular style of class is not the best fit for your son. There is not a compelling reason to make him conform to this specific structure of experiencing music and interacting with peers. Your closing remark, which seems to reflect your own insights, encapsulates the matter very well: it's crucial to find an approach that aligns better with your son and matches where he is developmentally, one that he will genuinely enjoy and eagerly anticipate. He should either leave with a smile, having had a wonderful time, or perhaps express a bit of reluctance to leave because he's having so much fun. There are alternative formats that offer more flexibility and room for exploration. If you're seeking group activities for fun and socialization, you might consider organizing your own "Music Time" with a friend's child or children, or even maybe even cousins. These informal gatherings can prioritize enjoyment, movement, and music, creating a more relaxed and playful atmosphere. It's also possible that your son is ready for open-form group fun, such as what you might find at a local park or a nature toddler morning (These have become very popular, occurring once or twice a week for an hour or so outside.). In such settings, your son can observe, explore, or join in as he feels comfortable or ready. What truly matters, more than your toddler conforming to a group activity is for him to develop a series of positive associations with his peers. This often requires a measured, patient approach, selecting activities where you believe your child will succeed and feel confident, and then reinforcing your son’s own positive steps forward. Follow your instincts; they seem to be serving you well! We sincerely appreciate you sharing your thoughts and experiences. Mary Camarata

Thank you !!

Hi! Thank you for the comment. We are always so appreciative of comments. Keep'em coming! You mention kindergarteners. Plenty of kindergarteners, especially late talkers, are not ready for circle time. The same considerations apply to them; we want to approach the child individually and developmentally and support them along the developmental path. It is reasonable to have the expectation that as a child grows and matures, they also progress in their ability to self-monitor their behavior and participate more and more . . . even in things that may not be their first choice. Many of the techniques that prove effective in achieving this are grounded in the principles of learning and behavior. ABA also has its basis in these principles, although appropriateness greatly depends on how you apply them. Implementing a well-thought-out system that provides options for a child who may be reluctant to participate in circle time, coupled with positive reinforcement (meaning responses that increase the desired behavior), can be highly effective. The key is to acknowledge where the child is developmentally, taking into consideration their temperament, and working with the child in small, achievable steps towards a set goal. It's important to recognize that ABA is a broad field. Nowadays, when ABA is mentioned, many people may think of a rigid and intensive treatment involving over 25+ hours per week following a standardized curriculum carried out by bright motivated individuals who have been trained in a specific, particular approach by a BCBA and who are not trained in the range of other therapeutic approaches. We don't advocate for that approach. However, thoughtfully applying the principles of learning and behavior, tailored to each child's unique needs, can be beneficial. Thank you for your valuable contribution to our channel. We hope to continue to hear from you! Mary Camarata

I am so glad this came at the right timing! We love hearing from you. :-) Mary Camarata

This is a great question! I will have this be the next topic for which Stephen Camarata is interviewed: "Comparing and contrasting receptive and expressive Language Disorder ~to~ (Central) Auditory Processing Disorder. There are certainly some important distinctions here. The behavioral descriptions of either of them do not differ! Outwardly, they present very similarly. It is the underlying beliefs and therapeutic approaches that differ significantly. And, indeed, many (both professionals and general public) are not always aware of these differences. We are starting up our next series of interviews with Stephen Camarata. You can bet we'll lead with that topic! Thank you for your valuable question and insight. Mary Camarata

Hello, and thank you for the kind remarks. :-) We are so pleased to offer this information and hold a deep respect for the capabilities of parents and those dedicated to supporting them. We hope you continue to watch and share the information with others who may benefit. Thanks!

Hello, and thank you so much for your comment. I apologize for the delay in replying! You are insightful to ask about a child's communicative intent, especially when the child's talking appears not to be intended for public listening. We are always happy when the child directs their talking to us! It provides important learning opportunities. There are instances, however, where the child does not direct their talking to us. Instead, the child seems to be repeating phrases, dialogue, or even a lyric for their own benefit. There are several proposed explanations for this behavior. In considering my reply, I realized your query would be a great question to address on Late Talker's "Quick Q&A" feature. Quick Q&A is a new vertical screen playlist. In this concise, short-format playlist, we tackle a single question or a vital common point. Late Talkers Quick Q&A is set to begin airing later this Fall (2023). Stay tuned, as your comment will be a highlighted topic on Quick Q&A. However, in the meantime (!), what can you do when your child seems to be talking for their own purposes? "Paw Patrol is on a roll!" might be something a parent hears being repeated by their child, or even something longer, like "PawPatrol is on a roll! No pup too big, no pup too small. Paw Patrol is on a roll!" The child may articulate it clearly or murmur it under their breath. The parent may notice it in the presence of Paw Patrol characters or when nothing related to Paw Patrol is in the vicinity of their child. So, what do we do? WE MAKE IT MEANINGFUL! How? By joining our child, getting on their level, and wholeheartedly participating. For example, joining in the refrain and saying, "Paw patrol is on a roll!" ~pause~ "Marshal reporting for duty!" and then follow their lead and emulate their actions. Remember, no questions or directing! If there is no apparent connection between what the child is saying and doing, you can still make it meaningful. The parent could go retrieve a couple of the child's Paw Patrol characters, then join the child at their level, and playfully hold up Marshal and say something like, "Marshall, here. Ready to roll!" Making it meaningful is enjoyable for your child. It gives them pause, "Hm, my parent likes what I like? What is my parent doing, exactly?" You have brought them into a meaningful meeting and an opportunity to consider and learn about talking and interaction, "Words mean things to people, and it's fun." Thanks for a great comment. We hope you keep watching and enjoying your child. :-) Mary Camarata.

Love that, Paige. Thanks for watching and thank you for your input. There are always ways to look at things. Mary

Hello! We are so happy that you're finding the videos informative. You've raised a common concern among many families with late talkers. It can be frustrating not to identify a specific cause or underlying reason for the delay in speech development. In truth, pinpointing a precise cause isn't always possible. There is, however, a lot known about how we can support a child in becoming a successful communicator; supporting their talking and listening skills. While we're constantly learning more about potential causes, providing effective interventions is a critical focus. That being said, a parent's intuition is invaluable and should not be ignored. It's crucial to trust your instincts. If you have lingering concerns, don't hesitate to discuss them with your speech pathologist. Allow them to address your questions and uncertainties. If you still have reservations and aren't confident about the direction of your sessions, seeking a second opinion is absolutely a valid option. I recommend choosing your second opinion provider carefully. I suggest that once you find a provider and before you take your child to them, you schedule a "Parent Only" appointment (as discussed in LATE TALKER TRAVEL NOTES: Learn a -valuable- step to use when seeking help for your late-talker. kzbin.info/www/bejne/bXq1mWt5o5efpac ). This will offer valuable insight and increase the likelihood of a good match between you and the provider and a positive experience overall. We always welcome hearing from you! The inner voice of parents is unique, you won't regret listening to it.

Hello, We happy you have found this channel (!) and hope you continue to receive lots of helpful information as a result. . The contact number for the Late Talkers Foundation is 15-866-9457. Or, feel free to email the foundation at [email protected]. We looking forward to hearing from you!

Hello, and welcome to the channel, Your late-talking grandson certainly doesn't seem to lack for enthusiasm or energy! And, it sounds like he is a late talker who isn't very quiet :-). While this might appear contradictory, it's a phenomenon we do observe. I'm curious to know if you have any support in place, such as a teacher or therapist, to harness all that wonderful energy in a way that promotes his development and progress. These helpers can employ strategies that leverage his natural strengths and behaviors, such as mirroring you in everyday tasks, his impressive coordination skills, and his specific interests. Most importantly, they can coach and inform you! By doing so, we (and they) can encourage growth in areas like communication and impulse control, helping him choose more preferred behaviors. I encourage you to seek out helpers that you find are a good match for you. Please see the Late Talker Journey's playlist "Travel Notes" and watch the episode titled: "LATE TALKER TRAVEL NOTES: Learn a -Valuable Step to Use When Seeking Help for Your Late-Talker." This video will get you started. At 3 years and 4 monthsof age, you can also approach your public school district preschool services in your state to see if your grandson is eligibility for an individualize educational program. This is a funded service. You will find more information with tips about this provcess, on the channel. Beginning the search for excellent support and helpers can be overwhelming if you are new to it! And, we only wanted you to move forward with support and helpers that feel like an excellent fit for you and your grandson. Please let us hear from you with your additional questions, or give us an update about your wonderful grandson. :-) we would love to hear from you. Mary Camarata.

@@Late-TalkerJourney we have not sought professional help for him yet. His vocal progression has been slow despite his obvious other abilities. We believe he understands nearly everything we say, especially when we’re talking to him. He has added a few words from flash cards but does not use any sentences. His favorite word is NO lol. Last weekend we witnessed him opening a container of Easy Mac, took the cheese package out, used his step stool to fill the container with (too much) water, relocated the stool to the microwave, put his Easy Mac in it and start it using the popcorn setting which is the setting we use to heat it. We have not intently showed him the process, he has simply observed us making it for him and learned how to do it. We have two sons, so we’renot new to raising kids, but we have never seen anything like this little guy. I will definitely continue to watch your channel. It’s probably time to find some professional help for him. Thanks for the reply

We are delighted that you are actively following the channel and finding food for thought.Thank you for your feedback and inquiry. An important goal is to ensure that reading is an enjoyable experience and not something forced upon a child. One effective approach is to allow the late talker to choose the story, even if they prefer the same story over and over again. Another solution is to capture pictures of the child participating in various activities in his everyday life and then those those photos to create a story where the late talker becomes the main character. In this case you may only have a few words or phrases with each picture. Remember to make the process enjoyable and have fun along the way. Keep enjoying your late talker. Stephen Camarata.

We appreciate you watching the channel and are delighted to have you as part of our community! If your child is a toddler or preschooler and experiencing late talking, PLAY is the most effective activity. Play incorporates a multitude of features that encourage language development! The initial step in fostering communication is to promote shared interaction. Within play we can recognize and increase the child's "communicative initiations". This is so critical. The language-promoting features that are embedded within engaged play and the concept of "communicative initiations" and how to increase them, is explained in Course 101: Communicative Initiations. You can find this course free on this channel under the playlist: PARENT SCHOOL, or on the Late Talker Foundation website at latetalkers.org/ (see the courses or got to The Parent School once you are on the site). If you choose to take Course 101, I highly recommended continuing and taking Course 102, The Three-Day Challenge, where you can get a taste of putting what you have learned into practice! We would love to hear your impressions should you choose to do so :-). Although it's natural for parents to be concerned and encourage their child to speak by asking them to name things, posing questions, or putting pressure on them to start talking, patience often yields more productive results. Fun activities and positive interaction serve as a foundation for developing language skills. With late talkers, if we play with a knowledge of the kinds of interaction that promotes talking, the play becomes all the more advantageous. And, often our late talkers benefit or need that kind of boost. Keep enjoying your child. Stephen Camarata.

I am glad the explanation was clear. This is a significant new diagnosis that often lacks consensus and precise understanding. It's new. Social Communication Disorder should definitely have a dedicated episode in the "EXPLORING DIAGNOSTIC LABELS" playlist. WE will make sure that happens! Stay tuned. Thanks for watching! Mary Camarata

Thank you for your comment. It is always wonderful to hear from parents. I certainly remember those rambunctious days! Some of it simply comes with the territory! Still, one thing to bear in mind is that “behavior follows language age.” In my situation with my Late Talker, his language remained at the level of a two-year-old for nearly three years! In his case, this meant he was thinking and having thoughts that were more age-appropriate (i.e., like a four or 4.5-year-old) but had the language ability of a young two-year-old. Consequently, when he did not have the words, he used his behavior to communicate. This was challenging. It was like going through the “terrible twos” for three years. Being aware that “behavior follows language age” and remembering to respond accordingly with language at the language level of your child at the time can help. Still, it does not cover it all. Please, if any of you families would like more in-depth content on Late Talkers and behavior, chime in here and let us know! This is an important topic! Certainly, one that bears dedicated content on this channel. Mary Camarata.

Thank you for those very kind words. Our hope is that this information offers the support and reassurance needed, affirming the value of every child and the capabilities within each family. Thank you!

Many late talkers are meticulous. I do not see this as a negative trait. A problem arises when schools assign reams of redundant worksheets which can then take far too much time. Dr. Woodcock and I published a paper in the Journal "Intelligence" (in 2006) on processing speed in children and found that many children insist on accuracy even when they complete tasks more slowly. Broadly, I am reluctant to teach a late talker to be less meticulous in the name of working more rapidly. Also, you can request additional time for achievement tests and other timed tests and can sometimes get an accommodation when the meticulousness has an impact on their "score." There is an official process for requesting additional time on SAT tests and ACTs and the like. Check on how to get untimed testing. Stephen Camarata