Every child develops at their own pace, but there are general milestones. For example, by 12 months many children babble and use a few words, and by 24 months they may use 50+ words and begin combining them. If your child isn’t meeting these milestones, early support can help.

(Centers for Disease Control and Prevention [CDC], 2022; American Speech-Language-Hearing Association [ASHA], n.d.-a)

No. Early intervention (birth–3) is one of the most effective times for therapy because the brain is most adaptable. Research shows that earlier support leads to better outcomes in language, social, and academic skills.

(ASHA, n.d.-b; Zero to Three, 2016)

Play is how children learn! Through play, children practice problem-solving, social interaction, and using language for real purposes. Research shows strong links between play skills and later language, literacy, and social-emotional development.

(American Academy of Pediatrics [AAP], 2018)

Bilingualism does not cause speech or language delays. In fact, supporting both languages benefits brain development and identity. Therapy will respect and include your home language(s).

(ASHA, n.d.-c; Paradis, 2010)

The Total Communication approach helps children communicate using everything that works for them—talking, gestures, signs, pictures, or communication devices. For example, a child might use a few words along with simple signs or a tablet with a communication app. Devices give children who have trouble speaking a way to share their needs, thoughts, and feelings more easily.

It doesn’t look like drills or sitting at a desk! Instead, therapy is play-based, interactive, and embedded in your child’s natural routines.

We gather information from parent interviews, play observations, and (if appropriate) formal tests. You’ll receive a written report and individualized treatment plan with clear next steps.

Goals are based on assessment results, developmental milestones, and your family’s priorities. They are functional, measurable, and meaningful for your child’s daily life.

Progress may look like more attempts at communication, increased use of gestures or sounds, or more meaningful words in routines. Small steps add up to big changes over time.

Absolutely! Many toddlers and preschoolers have short attention spans. Therapy is adapted to their level by using play, movement, and child-led activities. Engagement, not sitting still, is the goal.

Yes, especially when parents are involved! In teletherapy, the SLP coaches you on strategies, observes your interactions, and provides real-time guidance. Studies show telepractice can be just as effective as in-person sessions for many families.

(ASHA, n.d.-d)

Parents are essential! Research shows parent involvement is a key factor in success. We coach you on how to support communication during meals, playtime, story time, and daily routines.

(Hanen Centre, n.d.; ASHA, n.d.-b)

Parent coaching means we model strategies, practice with you, and provide feedback so you feel confident supporting your child’s communication throughout the week—not just in therapy.

It means respecting and supporting the way your child learns and communicates, rather than trying to “fix” them. We build on strengths, follow their lead, and focus on functional communication and connection.

(Kohnert, 2020; ASHA, 2023)

Young children learn best in familiar settings where communication naturally happens—during meals, play, bath time, or with siblings. Embedding therapy in these routines makes learning stick.

(Individuals with Disabilities Education Act [IDEA], 2004)

Research shows that children who receive early services make greater progress in communication, social skills, and learning compared to those who wait. The earlier we start, the better the outcomes.

(ASHA, n.d.-b; Zero to Three, 2016)

Early communication skills are the foundation for literacy, learning, and social participation. Children with strong early language skills often have an easier transition into preschool and kindergarten.

(National Early Literacy Panel [NELP], 2008)

Communication is at the heart of relationships. Early support helps children connect with caregivers, peers, and teachers—laying the foundation for friendships, confidence, and lifelong learning.

California Regional Centers are nonprofit organizations funded by the state to support individuals with developmental disabilities and their families. There are 21 regional centers across California, each serving specific cities or regions, so families work with the center closest to their home.

Regional centers connect families with resources, services, and support to help children and adults with developmental disabilities live more independently and reach their full potential. They provide guidance, coordinate care, and help families navigate programs and services in their community.

For early intervention (birth to 3 years), regional centers play a key role by helping families access Early Start services. This includes evaluations, individualized therapy services (like speech, occupational, and physical therapy), and support for developmental, communication, and social skills. Regional centers help families create an Individualized Family Service Plan (IFSP) tailored to their child’s needs, coordinate service delivery, and provide ongoing guidance and resources.

(California Department of Developmental Services [DDS], n.d.)

Frequency depends on your child’s needs and family routines. Many families start with 1–2 sessions per week, combined with parent coaching to maximize progress at home.

Speech therapy is provided by a Speech-Language Pathologist (SLP). SLPs hold a master’s degree, national certification (CCC-SLP), state licensure, and specialized training in child development and communication.

(ASHA, n.d.-e)

• American Academy of Pediatrics. (2018). The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3). https://doi.org/10.1542/peds.2018-2058

• American Speech-Language-Hearing Association. (n.d.-a). Typical speech and language development. https://www.asha.org/public/speech/development/chart

• American Speech-Language-Hearing Association. (n.d.-b). Early intervention in speech-language pathology. https://www.asha.org/public/early-intervention

• American Speech-Language-Hearing Association. (n.d.-c). Learning more than one language. https://www.asha.org/public/speech/development/learning-more-than-one-language

• American Speech-Language-Hearing Association. (n.d.-d). Telepractice. https://www.asha.org/practice-portal/professional-issues/telepractice

• American Speech-Language-Hearing Association. (n.d.-e). Speech-language pathologists. https://www.asha.org/careers/professions/speech-language-pathology

• American Speech-Language-Hearing Association. (2023). Neurodiversity and speech-language pathology. https://leader.pubs.asha.org

• California Department of Developmental Services. (n.d.). Regional Centers. https://www.dds.ca.gov/rc

• Centers for Disease Control and Prevention. (2022). Important milestones: Your baby by age. https://www.cdc.gov/ncbddd/actearly/milestones/index.html

• Hanen Centre. (n.d.). Parent programs. https://www.hanen.org/Programs

• Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).

• Kohnert, K. (2020). Supporting neurodiversity in early childhood intervention. Perspectives of the ASHA Special Interest Groups, 5(1), 48–55. https://doi.org/10.1044/2019_PERSP-19-00138

• National Early Literacy Panel. (2008). Developing early literacy: Report of the National Early Literacy Panel. National Institute for Literacy.

• Paradis, J. (2010). The interface between bilingual development and specific language impairment. Applied Psycholinguistics, 31(2), 227–252. https://doi.org/10.1017/S0142716409990373

• Zero to Three. (2016). The importance of early intervention for infants and toddlers with disabilities and their families. https://www.zerotothree.org/resource/the-importance-of-early-intervention