Social pragmatic language deficits -Difficulty with eye contact and engaging in joint attention, difficulty greeting others and participating in tasks with others.

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Feeding disorders- Difficulty with motor, sensory, or emotional aspects of eating and/or swallowing.  Child may cough or choke often when eating, refuse food, and display distressing behaviors during mealtimes.  Some children receive nutrition via nasogastric or gastrostomy tube.

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Childhood apraxia of speech (CAS)-Difficulty programming and planning speech movements.  Children with CAS  often have a limited sound (including vowel) repertoire.  They produce inconsistent errors for target sounds and may present with groping movements of the mouth as they attempt to achieve the correct placement. 

   

Receptive language disorder- Difficulties understanding spoken language.  Patient may have difficulty pointing to named objects, understanding basic spatial terms, and following directions.

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Expressive language disorder- Difficulty with spoken language.  Difficulty producing words, putting words together, and having basic needs met using communication. 

  
Fluency disorder (Stuttering)- Communication disorder in which the flow of speech is broken by repetitions (li-li-like this), prolongations (liiiiiiike this), or abnormal stoppages (no sound) of sounds and syllables. There may also be unusual facial and body movements associated with the effort to speak.

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Auditory processing disorder (APD)- The brain doesn't "hear" sounds in the usual way. It's not a problem with understanding meaning.  APD can affect the way your child speaks as well as his ability to read, write, and spell. He may drop the ends of words or mix up similar sounds.  It also can be difficult for your child to talk with other people. He may not be able to process what others are saying and come up with a response quickly.

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Articulation/phonological disorders- Errors in speech sound production.  Children often omit sounds, use substitutions, or simplify sounds, affecting speech intelligibility.  Students with phonological process problems demonstrate difficulty in acquiring a phonological system; involving organizing the patterns of sounds in the brain.

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