Speech Therapy -> Expressive Language

Expressive Language

Expressive language is the ability to use words, sentences, gestures, and writing to communicate with others.

Minor focus areas

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Speech sound disorders - Speech sound disorders is an umbrella term referring to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.
  • Childhood language disorders - Childhood Language Disorders include: Preschool Language Disorders, Learning Disabilities (Reading, Spelling, and Writing), and Selective Mutism.
  • Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
  • Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).

Assessments

Goal Bank

  • Jane will increase the use of expressive vocabulary with familiar listeners in familiar settings. 0
  • Dylan will increase their verbal expression with familiar listeners across a 4 month therapy period. 0
  • Toby will display pre-literacy skills (identifying letters, words, book titles, etc.) across a 2 month treatment period. 0

Therapists

Therapists who selected this major focus area as their top area of expertise.

  • Kayla Amberger

    Kayla Amberger

    Therapist CCC-SLP

    I'm a Speech Language Pathologist, and this is my 4th year working for Sidekick Therapy Partners!...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Jamie Henry

    Jamie Henry

    Therapist CCC-SLP

    My entire career has been spent working with children in the school setting. Over the years I hav...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Madison Collins

    Madison Collins

    Therapist CCC-SLP

    I am a Speech-Language Pathologist who works in the schools with students who range from 3 years ...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Chrisann Tipton

    Chrisann Tipton

    Therapist CF-SLP

    I work with clients ranging in ages from 3 to 14. My experience includes working with clients who...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Maggie Bill

    Maggie Bill

    Therapist CF-SLP

    I specialize in working with children with language delays in early intervention. I also work in ...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Savannah Kerstetter

    Savannah Kerstetter

    Therapist CCC-SLP

    I am a pediatric speech-language pathologist primarily working in schools. Outside of work, I enj...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Heather Smythe

    Heather Smythe

    Therapist CF-SLP

    I am a new Clinical Fellow and recent graduate from the University of Florida SLP-MA program. I a...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Marcia Church

    Marcia Church

    Therapist CCC-SLP

    I’m Marcia Church, an ASHA certified Speech- Language Pathologist and a mother of two. I graduate...

    • Pediatric Speech Stars, PLLC Personal Practice
    • Pediatric Speech Stars Pediatric Speech Stars
  • Olivia Barclay

    Olivia Barclay

    Therapist CF-SLP

    Hello there! I am a speech-language pathologist currently in the process of completing her clinic...

    • Sidekick Therapy Partners Sidekick Therapy Partners
  • Natalie Norwood

    Natalie Norwood

    Therapist CF-SLP

    CF-SLP passionate about all things language! My specific experiences include working with childre...

    • Sidekick Therapy Partners Sidekick Therapy Partners

Reference links

  • Effects of Parents' Mealtime Conversation Techniques For Preschool Children With Hearing Loss Who Use Listening and Spoken Language 2 Author: Elaine R. Smolen, Ye Wang, Maria C. Hartman, and Young-Sun Lee - Parents of preschoolers with hearing loss may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
  • Nurturing Care For Early Childhood Development 1 Author: World Health Organization - Your loving care as a parent is what a child needs to be healthy, wellnourished and safe. • Communicate early and often, starting even before your baby is born. It will help you build a warm and loving relationship. • Make time to play with your child and engage them in your daily chores. You will help your child to learn, be happy and thrive. • Remember that feeding times are periods of learning and love – talk to your child while feeding and make eye-to-eye contact. • If you feel sad and unable to respond joyfully to your child, seek help from your health care provider
  • Medicare Guidelines For Group Therapy 1 Author: The American Speech-Language-Hearing Association (ASHA) - Medicare Benefit Policy Manual, Chapter 15 230-Practice of Physical Therapy, Occupational Therapy, and Speech-Language Pathology A. Group Therapy Services. Contractors pay for outpatient physical therapy services (which includes outpatient speech-language pathology services) and outpatient occupational therapy services provided simultaneously to two or more individuals by a practitioner as group therapy services (97150). The individuals can be, but need not be, performing the same activity. The physician or therapist involved in group therapy services must be in constant attendance, but one-on-one patient contact is not required. The Medicare Benefit Policy Manual does not establish a specific restriction on the use of group therapy, particularly as it pertains to the size of the group. In the absence of such guidance, speech-language pathologists must refer to the LCD developed by their MAC to determine any such restrictions. LCDs may be accessed through the Medicare Coverage Database.
  • Red Flags For Speech-Language Impairment In Bilingual Children 1 Author: Scott Prath On ASHA Wire - Red Flags for Speech-Language Impairment in Bilingual Children Differentiate disability from disorder by understanding common developmental milestones.
  • Bilingual Service Delivery 1 Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
  • Evaluation of Bilingual Children- Considerations 1 Author: Alejandro E. Brice and Roanne G. Brice - An overview of considerations when evaluating bilingual (Spanish/English) children
  • Is Speech and Language Therapy Effective For Children With Speech/language Impairment? A Report of An RCT 0 Author: Jan Broomfield & Barbara Dodd - A randomized controlled trial was conducted of a whole-service cohort of children referred to the Paediatric Speech and Language Therapy Service of Middlesbrough Primary Care Trust between January 1999 and April 2000. The 730 children involved, aged up to 16 years, were diagnosed with primary speech and/or language impairment in the absence of any learning, physical or sensory difficulty. Aims: The study considered outcomes of treatment versus no treatment. Treatment involved clinic-based interventions, provided according to local departmental criteria and care pathways, averaging 5.5 h (range 0-24 h) of contact during the 6-month period immediately following initial assessment. Assessments occurred within 8 weeks of referral and intervention began immediately thereafter. Treatment was significantly more effective than no treatment, over 6 months, both overall (p < 0.001) and for each of the three diagnostic categories (comprehension, expression and speech, each p < 0.001). An average of 6 h of speech and language therapy in a 6-month period can produce significant improvement in performance, and it has been shown to be more effective than no treatment over the same 6-month period for children with primary speech and/or language impairment.
  • Expressive Language (Using Words and Language) 1 Author: Kid Sense Child Development - Expressive language is the use of words, sentences, gestures and writing to convey meaning and messages to others. Expressive language skills include being able to label objects in the environment, describe actions and events, put words together in sentences, use grammar correctly (e.g. “I had a drink” not “Me drinked”), retell a story, answer questions and write short story.
  • Leveling Up Regulatory Support Through Community Collaboration 1 Author: Amy C. Laurenta and Jacquelyn Fede - While behavioral intervention methodologies and societal expectations for masking remain prevalent, in recent years, there has been a greater emphasis placed on understanding the underlying factors contributing to problematic and challenging behaviors. Furthermore, there has been greater recognition of the need to address those underlying factors as the primary areas to target for effective intervention that can actually help autistic individuals navigate their environments in school and as they transition out of school and into the real world (Prizant et al., 2006a). To provide this type of ethical, efficient, and sustainable support, it is imperative for clinicians to understand emotional or energy regulation as a developmental construct and then to understand its relationship to challenging behaviors.
  • Children With Slow Expressive Language Development - What Is the Forecast For School Achievement? 0 Author: Marilyn A Nippold & Ilsa Schwarz - Rhea Paul’s provocative article, entitled “Clinical Implications of the Natural History of Slow Expressive Language Development,” is a significant contribution to the literature on late-talking children. It expands the database in this area, stimulates thought about critical issues of language assessment and intervention, and raises important topics for future research. Although our reaction to the article is generally favorable, some concerns arise as we consider the implications and recommendations. Because Paul’s article has the potential to influence clinical practice and public policy in speechlanguage pathology, we feel it is important to explicate our concerns.
  • Multilingual, Multicultural, Bilingual Resource Link For SLPs 1 Author: ASHA - Link includes ASHA resources and information related to evaluation and treatment of clients from linguistically and culturally diverse backgrounds. Link includes ASHA resources to: Accent Modification Bilingual Service Delivery Collaborating With Interpreters, Transliterators, and Translators Cultural Competence Voice and Communication Services for Transgender and Gender Diverse Populations Dynamic Assessment Micro Course Cultural Competence Self Assessment Phonemic Inventories and Cultural and Linguistic Information Across Languages Collaboration With Interpreters: Securing Positive Outcomes Practical Assessment and Treatment Strategies for English Language Learners with Language Impairments Serving Clients From Diverse Backgrounds: Speech-Language Difference vs. Disorder Langu Continuing the Dialogue on Dialect: Positive Steps Toward Less Biased Assessments of Children Who Speak African American Englishage and Identity--Shifting Away from a Deficit Perspective on African American English Información en español
  • Receptive Language Vs. Expressive Language 1 Author: NAPA Center - Put simply, receptive language generally refers to listening while expressive language refers to talking. But there's more to it, as we share in this blog!
  • The Natural Language Acquisition Guide: Echolalia is All About Gestalt Language Development 0 Author: Marge Blanc, M.A. CCC-SLP Illustrated By Jon G. Lyon - 'Echolalic’/gestalt comments, phrases, and others like them are vitally important because they make up the first, crucial stage of language development, real language development, for children and young adults who are ‘echolalic’ — more accurately, gestalt language processors. These gestalt language processors develop language naturally: starting with whole chunks of language: some short, some long — some from media, some from songs, and plenty from the other people in their lives, including you! From now on, you will never see ‘echolalia’ the same way! It is gestalt language processing (GLP), and gestalt language processors use ‘echolalia’ (gestalts) in natural language development!
  • Bilingual Language Development Video 1 Author: Kathy Kohnert - YouTube Video on Bilingual Language Development by Kathy Kohnert
  • The Rehab Therapist’s Guide to Co-Treatment Under Medicare - Recommended Co-Treatment Guidelines Based On CMS’s Regulations. 1 Author: Brooke Andrus, Ryan Giebel PT, DPT, OCS, CMTPT/DN - There is one important point to keep in mind, courtesy of joint guidelines for co-treatment created by the American Speech-Language-Hearing Association (ASHA), the American Occupational Therapy Association (AOTA), and the American Physical Therapy Association (APTA): Therapists billing under either Part A or Part B should only provide co-treatment if the purpose for such treatment is to enhance the quality of care the patient receives. Practitioners should never co-treat simply because it is logistically more convenient to do so. If the therapists believe co-treatment is the best way to help the patient progress toward his or her goals, they must clearly document that rationale within their notes. Finally, therapists should not provide therapy in more than two disciplines during a single session Medicare Part A Co-Treatment Rules If, during a single treatment session, a patient receives therapy from two different practitioners working in two different disciplines (e.g., PT and OT), both therapists can bill for the entire treatment session separately. Each treating therapist, however, must ensure the length of time billed as co-treatment is equal in each other’s accounts. Medicare Part B Co-Treatment Rules If two therapists provide treatment—whether that treatment includes the same or different services—to a single patient at the same time, neither therapist can bill separately for the full session.
  • Sight Word Instruction For Students With Autism: An Evaluation of the Evidence Base 2 Author: Janet E. Spector - This review investigates the effect of sight word instruction on reading skills in students on the autism spectrum.
  • The Link Between Language and Spelling: What Speech-Language Pathologists and Teachers Need to Know 3 Author: Carol Moxam - SLPs have expertise in the key speech and language domains such as phonology, morphology, and semantics and are therefore well placed to play an important role in supporting learners in making links between these domains in relation to spelling development and intervention.
  • Efficacy of Auditory-Verbal Therapy In Children With Hearing Impairment: A Systematic Review From 1993 to 2015 2 Author: Ramesh Kaipa and Michelle L. Danser - This systematic review investigates the effects of auditory-verbal therapy (AVT) on receptive and expressive language development, auditory and speech perception, and "mainstreaming" in children, 2-months-old to 17-years-old, with hearing loss.
  • Milestone Moments 1 Author: Centers For Disease Control and Prevention - These developmental milestones show what most children (75% or more) can do by each age. Subject matter experts selected these milestones based on available data and expert consensus.
  • Scope of Occupational Therapy Services For Individuals With Autism Spectrum Disorder Across the Life Course 1 Author: Copyright © 2015 By the American Occupational Therapy Association, Inc. The American Journal of Occupational Therapy, 2015, Vol. 69(Supplement_3), 6913410054p1–6913410054p12. - Occupational Therapy practitioners work collaboratively with individuals on the autism spectrum, their families, OTHER PROFESSIONALS, organizations, and community members in multiple contexts to advocate for and provide a range of needed resources and services that support individuals' ability to participate fully in life (Case-Smith & Ambersman, 2008; Kuhaneck, Madonna, Novak, & Pearson, 2015; Tanner Hand, O'Toole, & Lane, 2015; Watling & Hauer, 2015a; Weaver, 2015). According to a study conducted by the Interactive Autism Network (2011), occupational therapy ranks second to speech-language pathology as the most frequently provided service for individuals with autism throughout the United States.
  • Your Child’s Early Development is a Journey 1 Author: Centers For Disease Control and Prevention - Skills such as taking the first step, smiling for the first time, and waving “bye-bye” are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move. Click on the age of your child to see the milestones:
  • Joint Guidelines For Therapy Co-Treatment Under Medicare 1 Author: The American Occupational Therapy Association (AOTA) The American Physical Therapy Association (APTA) The American Speech-Language-Hearing Association (ASHA) - Co-treatment may be appropriate when practitioners from different professional disciplines can effectively address their treatment goals while the patient is engaged in a single therapy session. For example, a patient may address cognitive goals for sequencing as part of a speech-language pathology (SLP) treatment session while the physical therapist (PT) is training the patient to use a wheelchair. Or a patient may address ADL goals for increasing independence as part of an occupational therapy (OT) treatment session while the PT addresses balance retraining with the patient to increase independence with mobility. Co-treatment is appropriate when coordination between the two disciplines will benefit the patient, not simply for scheduling convenience. Documentation should clearly indicate the rationale for co-treatment and state the goals that will be addressed through this method of intervention. Co-treatment sessions should be documented as such by each practitioner, stating which goals were addressed and the progress made. Co-treatment should be limited to two disciplines providing interventions during one treatment session.
  • Learning Two Languages: Bilingualism 1 Author: ASHA - Information and resources for SLPs and parents of bilingual children
  • Increasing Adolescents’ Depth of Understanding of Cross-Curriculum Words: An Intervention Study 2 Author: Sarah Spencer, Judy Clegg, Hilary Lowe, and Joy Stackhouse - Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. https://www.theinformedslp.com/review/vocabulary-intervention-for-at-risk-adolescents
  • Nurturing Care For Early Childhood Development 1 Author: World Health Organization - Your loving care as a parent is what a child needs to be healthy, wellnourished and safe. • Communicate early and often, starting even before your baby is born. It will help you build a warm and loving relationship. • Make time to play with your child and engage them in your daily chores. You will help your child to learn, be happy and thrive. • Remember that feeding times are periods of learning and love – talk to your child while feeding and make eye to eye contact. • If you feel sad and unable to respond joyfully to your child, seek help from your health care provider.
  • Language Difference vs Language Disorder: Assessing English Learners 1 Author: Carol Westby and Kimberly Murphy - Video available Language Difference vs Language Disorder: Assessing English Learners Carol Westby, Bilingual and Multicultural Services, Albuquerque, NM Kimberly Murphy (Host), Old Dominion UniversityFollow Document Type Presentation Publication Date 5-20-2020 Abstract To a large extent, determining whether an English learner has a language/learning disability is a process of elimination. There are no tests that can definitely tell us whether the student has a language/learning disability. Inappropriately identifying an EL student as having a language/learning disability can result in stigmatization or reduced access to academic content, but waiting too long to identify a student who truly has a language/learning disability can be the beginning or the extension of a cycle of communicative, academic, and/or social failure. Assessment of EL learners requires collaboration between classroom teachers and speech/language pathologists. This session will cover (1) factors that complicate the assessment of English learners; (2) multi-tiered systems of support (MTSS) and performance-based assessment; (3) process assessments, and (4) dynamic narrative assessment. Comments This professional development webinar was presented by Dr. Carol Westby for speech-language pathologists in Virginia. It was funded by the Virginia Department of Education and hosted by Dr. Kimberly Murphy, Old Dominion University.
  • Bilingual (English/Spanish) Therapy Materials By Bilinguistics 1 Author: Bilinguistics - Downloads and resources for providing bilingual therapy (Spanish/English)
  • Bilingual (English/Spanish) Language Milestones From Bilinguistics 2 Author: Bilinguistics - PDF of language milestones for bilingual (English/Spanish) children
  • Bilingual (Spanish/English) Evaluation Resources 1 Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations