Speech sound development refers to how children learn to produce the sounds of their language clearly and correctly. In speech and language therapy, support focuses on helping individuals develop accurate pronunciation, improve clarity, and use sounds in the right places within words. Therapists assess which sounds a child can say, identify patterns of errors, and create fun, targeted activities to build correct sound production. Supporting speech sound development helps improve communication, confidence, and overall speech intelligibility.

Language comprehension, also known as receptive language, is the ability to understand spoken, written, signed, or gestured communication. In speech and language therapy, support focuses on helping individuals understand words, follow directions, answer questions, and make sense of conversations. Therapists use strategies like visuals, repetition, modeling, and simplified language to strengthen comprehension skills. Building strong receptive language is key to effective communication, learning, and everyday interactions.

Expressive language is how individuals communicate their thoughts, needs, and feelings using a range of modalities. These include spoken language, gestures, facial expressions, body language, sign language, writing, drawing, vocalizations, and a variety of Augmentative and Alternative Communication (AAC) tools—such as picture symbols, communication boards, and speech-generating devices. Supporting expressive language means recognizing and valuing all communication methods, empowering individuals to use the combination of modalities that works best for them.

Aphasia is an acquired neurogenic language disorder resulting from an injury to the brain, typically the left hemisphere, that affects the functioning of core elements of the language network. Aphasia involves varying degrees of impairment in four primary areas:

• spoken language expression

• written expression

• spoken language comprehension

• reading comprehension

• Difficulty anticipating consequences of own actions

• Poor organization, with limited problem solving and judgment

• Limited awareness of extent of difficulties; exhibits socially inappropriate behavior

• Difficulty with concepts of time and money

Stuttering is a speech and language disorder that is characterized by repetitions (e.g., “b-b-but”), prolongations (e.g., “ssssssss-o”), blocks (e.g., “I…want…to…say”), word substitutions (e.g., “I mean, uh, I mean, I want to say”) as well as secondary behaviors being present during moments of stuttering (MOS). Stuttering can vary in severity and its exact cause is unknown. It may be do to neurological basis with a combination of genetics, environmental, and developmental factors. Stuttering also affects the person’s socioemotional.

Therapy includes targeting MOS by utilizing tool to help ease out of MOS, recognizing areas of tension and socioemotional perspectives.