My son is 4 and still not talking well. Anyone else?

Question

My son just turned 4 and has poor communication skills. He can't seem to communicated his wants and needs beyond a few words. His special ed teacher said she believes he is showing some signs of autism, but his doctor said he does not belive he has autism. For instance if he is hungry, he will say, "you want cracker?" or "you want some milk?" he repeats things he hears me ask him. Has anyone else had or know a child with a speech delay at the age of 4 or older? I have him in special ed preschool so he can get a head start and he is improving, but I'm still very worried about him.

I should also mention that the teacher who told me about possible autism only spent about 15 minutes with him and she came to this conclusion because she was the one doing the preschool screening and said because he knows his alphabet, can write it, write his name and can count to 10 at the age of 3 it shows possible autism. his eye contact wasn't good that day because he was very occupied with the toys in the room. He has PERFECT eye contact at all times, but wasn't interested in anything but the new toys in the room that day. He can understand everything someone says to him, shows no classical signs of Autism such as rocking back and forth, routines, poor eye contact, etc. He is never in his "own world". He is completely aware of everything around him. It's just his speech.

Answer 1

My son was diagnosed with autism 2 weeks ago, he turned 3 on June 12th. I'm going to list some info for you from the Autism Society that was very helpful to me in determining what was wrong with him. After I read all the info they offered, I knew my son was austitic before he was evaluated. This site also gives info on the other Pervasive Developmental Disorders(PDD), about diagnosis & treatment, about education including Individual Disabilities Education Act (IDEA) & Individual Education Plan (IEP), among other info.

Autism is a spectrum disorder, and although it is defined by a certain set of behaviors, children and adults with autism can exhibit any combination of these behaviors in any degree of severity. Two children, both with the same diagnosis, can act completely different from one another and have varying capabilities.

You may hear different terms used to describe children within this spectrum, such as autistic-like, autistic tendencies, autism spectrum, high-functioning or low-functioning autism, more-abled or less-abled; but more important than the term used to describe autism is understanding that whatever the diagnosis, children with autism can learn and function normally and show improvement with appropriate treatment and education.

Every person with autism is an individual, and like all individuals, has a unique personality and combination of characteristics. Some individuals mildly affected may exhibit only slight delays in language and greater challenges with social interactions. They may have difficulty initiating and/or maintaining a conversation. Their communication is often described as talking at others instead of to them. (For example, monologue on a favorite subject that continues despite attempts by others to interject comments).

People with autism also process and respond to information in unique ways. In some cases, aggressive and/or self-injurious behavior may be present. Persons with autism may also exhibit some of the following traits:

-Insistence on sameness; resistance to change
-Difficulty in expressing needs, using gestures or pointing instead of words
-Repeating words or phrases in place of normal, responsive language
-Laughing (and/or crying) for no apparent reason showing distress for reasons not apparent to others
-Preference to being alone; aloof manner
-Tantrums
-Difficulty in mixing with others
-Not wanting to cuddle or be cuddled
-Little or no eye contact
-Unresponsive to normal teaching methods
-Sustained odd play
-Spinning objects
-Obsessive attachment to objects
-Apparent over-sensitivity or under-sensitivity to pain
-No real fears of danger
-Noticeable physical over-activity or extreme under-activity
-Uneven gross/fine motor skills
-Non responsive to verbal cues; acts as if deaf, although hearing tests in normal range.

For most of us, the integration of our senses helps us to understand what we are experiencing. For example, our sense of touch, smell and taste work together in the experience of eating a ripe peach: the feel of the peach's skin, its sweet smell, and the juices running down your face. For children with autism, sensory integration problems are common, which may throw their senses off they may be over or under active. The fuzz on the peach may actually be experienced as painful and the smell may make the child gag. Some children with autism are particularly sensitive to sound, finding even the most ordinary daily noises painful. Many professionals feel that some of the typical autism behaviors, like the ones listed above, are actually a result of sensory integration difficulties.

There are also many myths and misconceptions about autism. Contrary to popular belief, many autistic children do make eye contact; it just may be less often or different from a non-autistic child. Many children with autism can develop good functional language and others can develop some type of communication skills, such as sign language or use of pictures. Children do not "outgrow" autism but symptoms may lessen as the child develops and receives treatment.

One of the most devastating myths about autistic children is that they cannot show affection. While sensory stimulation is processed differently in some children, they can and do give affection. However, it may require patience on the parents' part to accept and give love in the child's terms.

The central features of Autistic Disorder are the presence of markedly abnormal or impaired development in social interaction and communication and a markedly restricted repertoire of activity and interest. The manifestations of this disorder vary greatly depending on the developmental level and chronological age of the individual. Autistic Disorder is sometimes referred to as Early Infantile Autism, Childhood Autism, or Kanner's Autism.

A. A total of six (or more) items from (1), (2), and (3), with at least two from (1), and one each from (2) and (3):

1. Qualitative impairment in social interaction, as manifested by at least two of the following:

-Marked impairment in the use of multiple nonverbal behaviors such as eye to-eye gaze, facial expression, body postures, and gestures to regulate social interaction

-Failure to develop peer relationships appropriate to developmental level

-A lack of spontaneous seeking to share enjoyment, interests, or achievements with other people (e.g., by a lack of showing, bringing, or pointing out objects of interest)

-Lack of social or emotional reciprocity

2. Qualitative impairments in communication as manifested by at least one of the following:

-Delay in, or total lack of, the development of spoken language (not accompanied by an attempt to compensate through alternative modes of communication such as gestures or mime)

-In individuals with adequate speech, marked impairment in the ability to initiate or sustain a conversation with others

-Stereotyped and repetitive use of language or idiosyncratic language

-Lack of varied, spontaneous make-believe play or social imitative play appropriate to developmental level

3. Restricted repetitive and stereotyped patterns of behavior, interests, and activities, as manifested by at least one of the following:

-Encompassing preoccupation with one or more stereotyped patterns of interest that is abnormal either in intensity or focus

-Apparently inflexible adherence to specific, nonfunctional routines or rituals

-Stereotyped and repetitive motor mannerisms (e.g., hand or finger flapping or twisting, or complex whole-body movements)

-Persistent preoccupation with parts of object

B. Delays or abnormal functioning in at least one of the following areas, with onset prior to age 3 years:

-Social interaction

-Language as used in social communication

-Symbolic or imaginative play

C. The disturbance is not better accounted for by Rett's Disorder or Childhood Disintegrative Disorder.

Answer 2

Helpnout definitely gave the most thorough answer. I am a psychologist and diagnose children with autism. Helpnout listed the actual diagnostic criteria that every professional uses when determining a diagnosis. Therefore, if you feel he meets those criteria, he may be autistic. Professionals, however, have been trained to identify those characteristics correctly. There are other types of spectrum disorders that are similar to autism: aspergers syndrome, rhetts, CDD. Speech delay is very often a first sign of some type of developmental delay, such as autism, specific learning disabilities, or just Expressive/Receptive language disorders. As characteristics become more obvious, time will tell what the issue is. I recommend that you make sure he has had a thorough evaluation by a psychologist, speech therapist, occupational therapist if needed, as well as medical eval.

Answer 3

I gather he has already had a complete evaluation if he is in a special ed preschool. Some of the things you mentioned-pronoun confusion and echoing what you say- are signs of autism. There is a wide spectrum of autism ranging from very mild to severe. Tell the school district that you want him evaluated by someone with expertise in the field. See if you can find a parents' group. They often know the best resources.

One of the things I have learned in over 25 years in the Early Childhood field is that pediatricians know far less about child development than almost any other professionals who deal with children. You have no idea how many times parents in my program were reassured by their doctors that the child was OK or would "grow out of it" only to need help later when earlier intervention could have really helped the child.

I don't know if your child is autistic but I think you really need better information than you are getting. The teacher isn't qualified to make the diagnosis.

Answer 4

You have a lot of great info from those who have already answered.All I would add is,don't rely on one evaluation.My child was given a diagnosis of autism when evaluated by the school system.Like you said, they sat with him for 15 minutes!I ended up taking him to 4 different doctors and got three different diagnosis,two being autism, one PDD and ADHD. I went to the library (20 years ago,before Internet in every home!) and found out everything I could on autism.No one knows your child like you do.Rely on your gut and heart but don't have blinders on.The proper diagnosis is the only way to get the proper help.

www.autism.com is the website for the Autism Research Institute in San Diego CA.There you will learn tons about autism.

Answer 5

Your son may have a speech disorder. It seems to be either a expressive and/or Receptive language disorder. He seems to have echolalia( repetition of words or phrases)
Another possibliity is a hearing problem

You need to get a referral from your doctor first but if he/or she is proving unhelpful then contact a local speech-language pathologist using asha.org (Amer. Speech Language -hearing association) Or call a local intervention program, usually run through the public schools in your area for a free assessment provided by the Individuals With Disabilities Act. Ask your local preschool or public school to find it

Good Luck

Answer 6

I'm going threw the same thing with my four year old daughter. People have a very hard time understanding what she is saying and when you keep having her repeat what she said or mistake it for the wrong thing she gets mad and some times won't try again. Instead of saying "i want" she says "me want" she doesn't use the "th" "d""v" (to name a few) and says uck instead of duck and uve instead of love. her twin brother is talking fine so I was worried and went to a speach therapist and got her inrolled in a speach program that she takes while she is in preschool. They told me there are alot of kids that can not make these sounds. Some kids need the speach service untill they are in middle school. Some thing you can do to help your son to form the words is have him stick out his tounge and move it back and fourth and have him touch it to the roof of his mouth then flick his tounge out. My daughters speach teacher said it helps the kids stretch their tounges to form the words. Also if your son is getting frustrated because he can not say certian words, like my daughter, you can use the phonics method where you motion out the sounds your having problems with. This helps the child remember how the words are formed. And keep up the praises!! Like you can say "that was a very good try at saying ---- but the correct way of saying it is-----. I bet you can get it this time." If he tries to talk too fast, my daughter gets excited and tries talking a mile a minute, try to calm him down "after"he talks and ask him to say it again but slower. I would say get him enrolled in a speach class once he starts school (if he's going to public school) or if you are home schooling him have him see the speach therapist 1-2 times a week and keep up the help at home. It just takes time. I know how hard it can be, and the questions that can be asked by other adults and the frustration by hearing other kids that are younger then your child talk crystal clear.

Answer 7

YES! My son had the same issues. After 4 years of being at home with mom and sister, only mom and sister could tell what he was talking about. Even his dad and other family members would turn to us to figure out what he was saying. After a year and a half with a speech therapist, he is all better. I was worried about kindergarten so I sent him to a private school in regular classes. He got all the help and attention he needed for his first year in school. Now he is a straight A 3rd grader!
Talk to your doctor, maybe get a second opinion but definitely tap into your public school resources! They are responsible for his special ed courses even before he starts school. My son got his speech therapist at age 4 through our public primary school. You may need to seek out special Ed advocates or do a lot of research yourself on the responsibilities of your local school district but that’s your child. Stop at NOTHING until he has all the tools to help him succeed!
**From your additional comments it unfortunately sounds like they are trying to pass the ball. You really need to get to know your Rights. There is so much more you can do!
The public schools don't like to invest in "non-students" but it is your son's right to services and a prime responsibility of theirs to provide your son's services!

Answer 8

Hi:

I am assuming when you say his doctor, you mean the child's pediatrician. One word of caution here, pediatricians are just that--that is pedaitricians who are good in telling you about your child' s physical health. Questions about autism and other developmental disorders can only be answered by developmental professionals, such as a developmental neurologist, psychologist, or neuropsychologist. Although, even within these professionals, you might want to carefully interview them and ask them how much expereince these people have in diagnosing and treating autism. Given the scenario you presented about your child's speech pattern, which is technically referred as "pronoun reversal" and echolalia, there indeed are signs that raise valid concerns about autism. Please take my advise and don't depend on your pediatrician for understanding your son's issues. You should be thankful to your special ed person for bringing this to your attention. Please feel free to backchannel me if you have more questions. But, your son's speech pattern cannot be explained by speech delay alone, not at this age. Please seek immediate help so that services can be placed asap.

Addition:

I would like to add that there is just as much variability within children with Autism as there is within typical children. Autism is one category under pervasive developmental disorder (PDD) spectrum. Given the "spectrum" nature of PDD, a child can be on the severe side (extremely low functioning, self-directed, flapping, ect.) or can be extremely bright with only social and pragmatic difficulties (as in high fucntioning autism or Asperger). In all, PDD is a socialization and communication disorder; a child with autism can have excellent speech pattern and perfect eye contact, but it is more about the "quality" of their communication which is more telling. The criteria that your sped person used to diagnose the child is totally inappropriate. As a professional who specilizes in PDD, I will highly recommend getting your child evaluated by a "real" specialist. My suggestion would to first get the child evaluated and see what the diagnostic issues are. Next logical step, which should be recommended by the evaluator or specialist you will meet for your child, would be to see a speech and language pathologist or other ancillary service providers. I would definitely recommend bringing the school on board with your child's problems, but, once again, would recommend a private evaluation as school professionals are not trained in giving diagnosis. It could indeed be that your child's difficulties can be explained by speech and language delays alone, but I have seen numerous child who have been misdiagnosed with sensory-integration disorder, auditory processing disorder, developmental delay, speech delay, etc, who had a much better chance of recovery if only the diagnosis and treatment were implemented in a timely fashion. From your descriptions it seems your child indeed has some very nice skills, which in itself is another critical reason for getting him evaluated so as to further develop his skills so that he can make appropriate developmental gains.

Answer 9

my 3 yrold has a speech delay and ive done enough research online that im pretty sure she has some form of autism. she only has about 10 words she can say on her own and after a yr in speech therapy there isnt a change. she also doesnt voice her wants she points or will drag u to it or say one word(ex. when she needs to pee she will point at her diaper and say"wet" without the t) . me and my grandparents(her primary caregivers when im at work)are the only ones that understand her. we went for our 3rd speech and behavior eval and i mentioned autism and the therapist said it could be but i would have to take her to her pediatrition who could refer us to rileys for further psychological testing and evaluate her.

Answer 10

Tell your GP that you want to see a paediatrician. I don't think it is an actual speech delay but it is a sign of something and you need expert advice. If your doctor doesn't agree, get another doctor.

Answer 11

Well some kids don't talk until later because they are very intelligent i hope that's the case. But yeah i would check that with a doc just to make sure.