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Everything You Need to Know about Communication Disorders Communication disorders affect nearly 1 in 10 people, and almost 6 million children have a speech or language disorder. If you, your child, or someone you know, has been diagnosed with a communication disorder you likely have some questions. Frankly, navigating the world of communication disorders can be pretty confusing. This guide will help answer some of the most pressing questions associated with the disorders, common symptoms, and common treatments.

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Overcoming Speech Impediment: Symptoms to Treatment

There are many causes and solutions for impaired speech

• Types and Symptoms
• Speech Therapy
• Building Confidence

Speech impediments are conditions that can cause a variety of symptoms, such as an inability to understand language or speak with a stable sense of tone, speed, or fluidity. There are many different types of speech impediments, and they can begin during childhood or develop during adulthood.

Common causes include physical trauma, neurological disorders, or anxiety. If you or your child is experiencing signs of a speech impediment, you need to know that these conditions can be diagnosed and treated with professional speech therapy.

This article will discuss what you can do if you are concerned about a speech impediment and what you can expect during your diagnostic process and therapy.

FG Trade / Getty Images

Types and Symptoms of Speech Impediment

People can have speech problems due to developmental conditions that begin to show symptoms during early childhood or as a result of conditions that may occur during adulthood. 

The main classifications of speech impairment are aphasia (difficulty understanding or producing the correct words or phrases) or dysarthria (difficulty enunciating words).

Often, speech problems can be part of neurological or neurodevelopmental disorders that also cause other symptoms, such as multiple sclerosis (MS) or autism spectrum disorder .

There are several different symptoms of speech impediments, and you may experience one or more.

Can Symptoms Worsen?

Most speech disorders cause persistent symptoms and can temporarily get worse when you are tired, anxious, or sick.

Symptoms of dysarthria can include:

• Slurred speech
• Slow speech
• Choppy speech
• Hesitant speech
• Inability to control the volume of your speech
• Shaking or tremulous speech pattern
• Inability to pronounce certain sounds

Symptoms of aphasia may involve:

• Speech apraxia (difficulty coordinating speech)
• Difficulty understanding the meaning of what other people are saying
• Inability to use the correct words
• Inability to repeat words or phases
• Speech that has an irregular rhythm

You can have one or more of these speech patterns as part of your speech impediment, and their combination and frequency will help determine the type and cause of your speech problem.

Causes of Speech Impediment

The conditions that cause speech impediments can include developmental problems that are present from birth, neurological diseases such as Parkinson’s disease , or sudden neurological events, such as a stroke .

Some people can also experience temporary speech impairment due to anxiety, intoxication, medication side effects, postictal state (the time immediately after a seizure), or a change of consciousness.

Speech Impairment in Children

Children can have speech disorders associated with neurodevelopmental problems, which can interfere with speech development. Some childhood neurological or neurodevelopmental disorders may cause a regression (backsliding) of speech skills.

Common causes of childhood speech impediments include:

• Autism spectrum disorder : A neurodevelopmental disorder that affects social and interactive development
• Cerebral palsy :  A congenital (from birth) disorder that affects learning and control of physical movement
• Hearing loss : Can affect the way children hear and imitate speech
• Rett syndrome : A genetic neurodevelopmental condition that causes regression of physical and social skills beginning during the early school-age years.
• Adrenoleukodystrophy : A genetic disorder that causes a decline in motor and cognitive skills beginning during early childhood
• Childhood metabolic disorders : A group of conditions that affects the way children break down nutrients, often resulting in toxic damage to organs
• Brain tumor : A growth that may damage areas of the brain, including those that control speech or language
• Encephalitis : Brain inflammation or infection that may affect the way regions in the brain function
• Hydrocephalus : Excess fluid within the skull, which may develop after brain surgery and can cause brain damage

Do Childhood Speech Disorders Persist?

Speech disorders during childhood can have persistent effects throughout life. Therapy can often help improve speech skills.

Speech Impairment in Adulthood

Adult speech disorders develop due to conditions that damage the speech areas of the brain.

Common causes of adult speech impairment include:

• Head trauma 
• Nerve injury
• Throat tumor
• Stroke 
• Parkinson’s disease 
• Essential tremor
• Brain tumor
• Brain infection

Additionally, people may develop changes in speech with advancing age, even without a specific neurological cause. This can happen due to presbyphonia , which is a change in the volume and control of speech due to declining hormone levels and reduced elasticity and movement of the vocal cords.

Do Speech Disorders Resolve on Their Own?

Children and adults who have persistent speech disorders are unlikely to experience spontaneous improvement without therapy and should seek professional attention.

Steps to Treating Speech Impediment 

If you or your child has a speech impediment, your healthcare providers will work to diagnose the type of speech impediment as well as the underlying condition that caused it. Defining the cause and type of speech impediment will help determine your prognosis and treatment plan.

Sometimes the cause is known before symptoms begin, as is the case with trauma or MS. Impaired speech may first be a symptom of a condition, such as a stroke that causes aphasia as the primary symptom.

The diagnosis will include a comprehensive medical history, physical examination, and a thorough evaluation of speech and language. Diagnostic testing is directed by the medical history and clinical evaluation.

Diagnostic testing may include:

• Brain imaging , such as brain computerized tomography (CT) or magnetic residence imaging (MRI), if there’s concern about a disease process in the brain
• Swallowing evaluation if there’s concern about dysfunction of the muscles in the throat
• Electromyography (EMG) and nerve conduction studies (aka nerve conduction velocity, or NCV) if there’s concern about nerve and muscle damage
• Blood tests, which can help in diagnosing inflammatory disorders or infections

Your diagnostic tests will help pinpoint the cause of your speech problem. Your treatment will include specific therapy to help improve your speech, as well as medication or other interventions to treat the underlying disorder.

For example, if you are diagnosed with MS, you would likely receive disease-modifying therapy to help prevent MS progression. And if you are diagnosed with a brain tumor, you may need surgery, chemotherapy, or radiation to treat the tumor.

Therapy to Address Speech Impediment

Therapy for speech impairment is interactive and directed by a specialist who is experienced in treating speech problems . Sometimes, children receive speech therapy as part of a specialized learning program at school.

The duration and frequency of your speech therapy program depend on the underlying cause of your impediment, your improvement, and approval from your health insurance.

If you or your child has a serious speech problem, you may qualify for speech therapy. Working with your therapist can help you build confidence, particularly as you begin to see improvement.

Exercises during speech therapy may include:

• Pronouncing individual sounds, such as la la la or da da da
• Practicing pronunciation of words that you have trouble pronouncing
• Adjusting the rate or volume of your speech
• Mouth exercises
• Practicing language skills by naming objects or repeating what the therapist is saying

These therapies are meant to help achieve more fluent and understandable speech as well as an increased comfort level with speech and language.

Building Confidence With Speech Problems 

Some types of speech impairment might not qualify for therapy. If you have speech difficulties due to anxiety or a social phobia or if you don’t have access to therapy, you might benefit from activities that can help you practice your speech. 

You might consider one or more of the following for you or your child:

• Joining a local theater group
• Volunteering in a school or community activity that involves interaction with the public
• Signing up for a class that requires a significant amount of class participation
• Joining a support group for people who have problems with speech

Activities that you do on your own to improve your confidence with speaking can be most beneficial when you are in a non-judgmental and safe space.

Many different types of speech problems can affect children and adults. Some of these are congenital (present from birth), while others are acquired due to health conditions, medication side effects, substances, or mood and anxiety disorders. Because there are so many different types of speech problems, seeking a medical diagnosis so you can get the right therapy for your specific disorder is crucial.

Centers for Disease Control and Prevention. Language and speech disorders in children .

Han C, Tang J, Tang B, et al. The effectiveness and safety of noninvasive brain stimulation technology combined with speech training on aphasia after stroke: a systematic review and meta-analysis . Medicine (Baltimore). 2024;103(2):e36880. doi:10.1097/MD.0000000000036880

National Institute on Deafness and Other Communication Disorders. Quick statistics about voice, speech, language .

Mackey J, McCulloch H, Scheiner G, et al. Speech pathologists' perspectives on the use of augmentative and alternative communication devices with people with acquired brain injury and reflections from lived experience . Brain Impair. 2023;24(2):168-184. doi:10.1017/BrImp.2023.9

Allison KM, Doherty KM. Relation of speech-language profile and communication modality to participation of children with cerebral palsy . Am J Speech Lang Pathol . 2024:1-11. doi:10.1044/2023_AJSLP-23-00267

Saccente-Kennedy B, Gillies F, Desjardins M, et al. A systematic review of speech-language pathology interventions for presbyphonia using the rehabilitation treatment specification system . J Voice. 2024:S0892-1997(23)00396-X. doi:10.1016/j.jvoice.2023.12.010

By Heidi Moawad, MD Dr. Moawad is a neurologist and expert in brain health. She regularly writes and edits health content for medical books and publications.

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Types of Speech Impediments

Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital.

Phynart Studio / Getty Images

Articulation Errors

Ankyloglossia, treating speech disorders.

A speech impediment, also known as a speech disorder , is a condition that can affect a person’s ability to form sounds and words, making their speech difficult to understand.

Speech disorders generally become evident in early childhood, as children start speaking and learning language. While many children initially have trouble with certain sounds and words, most are able to speak easily by the time they are five years old. However, some speech disorders persist. Approximately 5% of children aged three to 17 in the United States experience speech disorders.

There are many different types of speech impediments, including:

• Articulation errors

This article explores the causes, symptoms, and treatment of the different types of speech disorders.

Speech impediments that break the flow of speech are known as disfluencies. Stuttering is the most common form of disfluency, however there are other types as well.

Symptoms and Characteristics of Disfluencies

These are some of the characteristics of disfluencies:

• Repeating certain phrases, words, or sounds after the age of 4 (For example: “O…orange,” “I like…like orange juice,” “I want…I want orange juice”)
• Adding in extra sounds or words into sentences (For example: “We…uh…went to buy…um…orange juice”)
• Elongating words (For example: Saying “orange joooose” instead of "orange juice")
• Replacing words (For example: “What…Where is the orange juice?”)
• Hesitating while speaking (For example: A long pause while thinking)
• Pausing mid-speech (For example: Stopping abruptly mid-speech, due to lack of airflow, causing no sounds to come out, leading to a tense pause)

In addition, someone with disfluencies may also experience the following symptoms while speaking:

• Vocal tension and strain
• Head jerking
• Eye blinking
• Lip trembling

Causes of Disfluencies

People with disfluencies tend to have neurological differences in areas of the brain that control language processing and coordinate speech, which may be caused by:

• Genetic factors
• Trauma or infection to the brain
• Environmental stressors that cause anxiety or emotional distress
• Neurodevelopmental conditions like attention-deficit hyperactivity disorder (ADHD)

Articulation disorders occur when a person has trouble placing their tongue in the correct position to form certain speech sounds. Lisping is the most common type of articulation disorder.

Symptoms and Characteristics of Articulation Errors

These are some of the characteristics of articulation disorders:

• Substituting one sound for another . People typically have trouble with ‘r’ and ‘l’ sounds. (For example: Being unable to say “rabbit” and saying “wabbit” instead)
• Lisping , which refers specifically to difficulty with ‘s’ and ‘z’ sounds. (For example: Saying “thugar” instead of “sugar” or producing a whistling sound while trying to pronounce these letters)
• Omitting sounds (For example: Saying “coo” instead of “school”)
• Adding sounds (For example: Saying “pinanio” instead of “piano”)
• Making other speech errors that can make it difficult to decipher what the person is saying. For instance, only family members may be able to understand what they’re trying to say.

Causes of Articulation Errors

Articulation errors may be caused by:

• Genetic factors, as it can run in families
• Hearing loss , as mishearing sounds can affect the person’s ability to reproduce the sound
• Changes in the bones or muscles that are needed for speech, including a cleft palate (a hole in the roof of the mouth) and tooth problems
• Damage to the nerves or parts of the brain that coordinate speech, caused by conditions such as cerebral palsy , for instance

Ankyloglossia, also known as tongue-tie, is a condition where the person’s tongue is attached to the bottom of their mouth. This can restrict the tongue’s movement and make it hard for the person to move their tongue.

Symptoms and Characteristics of Ankyloglossia

Ankyloglossia is characterized by difficulty pronouncing ‘d,’ ‘n,’ ‘s,’ ‘t,’ ‘th,’ and ‘z’ sounds that require the person’s tongue to touch the roof of their mouth or their upper teeth, as their tongue may not be able to reach there.

Apart from speech impediments, people with ankyloglossia may also experience other symptoms as a result of their tongue-tie. These symptoms include:

• Difficulty breastfeeding in newborns
• Trouble swallowing
• Limited ability to move the tongue from side to side or stick it out
• Difficulty with activities like playing wind instruments, licking ice cream, or kissing
• Mouth breathing

Causes of Ankyloglossia

Ankyloglossia is a congenital condition, which means it is present from birth. A tissue known as the lingual frenulum attaches the tongue to the base of the mouth. People with ankyloglossia have a shorter lingual frenulum, or it is attached further along their tongue than most people’s.

Dysarthria is a condition where people slur their words because they cannot control the muscles that are required for speech, due to brain, nerve, or organ damage.

Symptoms and Characteristics of Dysarthria

Dysarthria is characterized by:

• Slurred, choppy, or robotic speech
• Rapid, slow, or soft speech
• Breathy, hoarse, or nasal voice

Additionally, someone with dysarthria may also have other symptoms such as difficulty swallowing and inability to move their tongue, lips, or jaw easily.

Causes of Dysarthria

Dysarthria is caused by paralysis or weakness of the speech muscles. The causes of the weakness can vary depending on the type of dysarthria the person has:

• Central dysarthria is caused by brain damage. It may be the result of neuromuscular diseases, such as cerebral palsy, Huntington’s disease, multiple sclerosis, muscular dystrophy, Huntington’s disease, Parkinson’s disease, or Lou Gehrig’s disease. Central dysarthria may also be caused by injuries or illnesses that damage the brain, such as dementia, stroke, brain tumor, or traumatic brain injury .
• Peripheral dysarthria is caused by damage to the organs involved in speech. It may be caused by congenital structural problems, trauma to the mouth or face, or surgery to the tongue, mouth, head, neck, or voice box.

Apraxia, also known as dyspraxia, verbal apraxia, or apraxia of speech, is a neurological condition that can cause a person to have trouble moving the muscles they need to create sounds or words. The person’s brain knows what they want to say, but is unable to plan and sequence the words accordingly.

Symptoms and Characteristics of Apraxia

These are some of the characteristics of apraxia:

• Distorting sounds: The person may have trouble pronouncing certain sounds, particularly vowels, because they may be unable to move their tongue or jaw in the manner required to produce the right sound. Longer or more complex words may be especially harder to manage.
• Being inconsistent in their speech: For instance, the person may be able to pronounce a word correctly once, but may not be able to repeat it. Or, they may pronounce it correctly today and differently on another day.
• Grasping for words: The person may appear to be searching for the right word or sound, or attempt the pronunciation several times before getting it right.
• Making errors with the rhythm or tone of speech: The person may struggle with using tone and inflection to communicate meaning. For instance, they may not stress any of the words in a sentence, have trouble going from one syllable in a word to another, or pause at an inappropriate part of a sentence.

Causes of Apraxia

Apraxia occurs when nerve pathways in the brain are interrupted, which can make it difficult for the brain to send messages to the organs involved in speaking. The causes of these neurological disturbances can vary depending on the type of apraxia the person has:

• Childhood apraxia of speech (CAS): This condition is present from birth and is often hereditary. A person may be more likely to have it if a biological relative has a learning disability or communication disorder.
• Acquired apraxia of speech (AOS): This condition can occur in adults, due to brain damage as a result of a tumor, head injury , stroke, or other illness that affects the parts of the brain involved in speech.

If you have a speech impediment, or suspect your child might have one, it can be helpful to visit your healthcare provider. Your primary care physician can refer you to a speech-language pathologist, who can evaluate speech, diagnose speech disorders, and recommend treatment options.

The diagnostic process may involve a physical examination as well as psychological, neurological, or hearing tests, in order to confirm the diagnosis and rule out other causes.

Treatment for speech disorders often involves speech therapy, which can help you learn how to move your muscles and position your tongue correctly in order to create specific sounds. It can be quite effective in improving your speech.

Children often grow out of milder speech disorders; however, special education and speech therapy can help with more serious ones.

For ankyloglossia, or tongue-tie, a minor surgery known as a frenectomy can help detach the tongue from the bottom of the mouth.

A Word From Verywell

A speech impediment can make it difficult to pronounce certain sounds, speak clearly, or communicate fluently. 

Living with a speech disorder can be frustrating because people may cut you off while you’re speaking, try to finish your sentences, or treat you differently. It can be helpful to talk to your healthcare providers about how to cope with these situations.

You may also benefit from joining a support group, where you can connect with others living with speech disorders.

National Library of Medicine. Speech disorders . Medline Plus.

Centers for Disease Control and Prevention. Language and speech disorders .

Cincinnati Children's Hospital. Stuttering .

National Institute on Deafness and Other Communication Disorders. Quick statistics about voice, speech, and language .

Cleveland Clinic. Speech impediment .

Lee H, Sim H, Lee E, Choi D. Disfluency characteristics of children with attention-deficit/hyperactivity disorder symptoms . J Commun Disord . 2017;65:54-64. doi:10.1016/j.jcomdis.2016.12.001

Nemours Foundation. Speech problems .

Penn Medicine. Speech and language disorders .

Cleveland Clinic. Tongue-tie .

University of Rochester Medical Center. Ankyloglossia .

Cleveland Clinic. Dysarthria .

National Institute on Deafness and Other Communication Disorders. Apraxia of speech .

Cleveland Clinic. Childhood apraxia of speech .

Stanford Children’s Hospital. Speech sound disorders in children .

Abbastabar H, Alizadeh A, Darparesh M, Mohseni S, Roozbeh N. Spatial distribution and the prevalence of speech disorders in the provinces of Iran . J Med Life . 2015;8(Spec Iss 2):99-104.

By Sanjana Gupta Sanjana is a health writer and editor. Her work spans various health-related topics, including mental health, fitness, nutrition, and wellness.

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Swallowing Support Groups

If you have dysphagia or are close to someone with a swallowing disorder, you don’t have to go through it alone. A support group can help. (See list of active support groups below)

Support groups bring together people facing similar issues. Members of support groups often share experiences and advice. It can be helpful getting to talk with other people who are in the same boat. While not everyone wants or needs support beyond that offered by family, friends, and their medical team, you may find it helpful to turn to others outside your immediate circle. A dysphagia support group can help you cope better and feel less isolated as you make connections with others facing similar challenges. A support group shouldn’t replace your standard medical care, but it can provide hope and be a valuable additional resource.

The National Foundation of Swallowing Disorders (NFOSD) began its first dysphagia support group in 2010. The most recent meeting consisted of 20 people included dysphagia patients, caregivers, and a few students. It was co-lead by a Jan Pryor, a skilled speech language pathologist, and Sonia Blue, the former president of the NFOSD. The meeting kicked off with a group presentations and discussion and then split into smaller breakout sessions.

Dysphagia patient feedback from the meeting included:

• Feeling less lonely, isolated, anxious, depressed, or judged
• Gaining a sense of empowerment and control
• Being able to talk openly and honestly about one’s feelings
• Getting practical advice or information about treatment and coping options
• Comparing notes about resources, such as doctors and alternative options

In addition, feedback from caregivers was in some ways even more powerful. There was a deeper understanding of the struggles and challenges their loved ones and friends faced every hour of every day.

Based on the positive outcome of our support groups, the NFOSD has continued to make one of its major initiatives for 2015 to build out of a nationwide network of support groups. SLPs interested in beginning a support group may download a “Welcome Package” by clicking here to learn more about beginning a support group.

The following is a list of speech-language pathologists who are welcoming those with swallowing problems (along with family and friends) to join them in future support group meetings. Their email addresses are provided. If you are interested in attending a meeting or just finding out more about the group, please contact the group leader directly. There is no fee to attend a support group.

While our list of active support groups continues to grow, we recognize these groups cover only a small population of the country and the world. To respond to this, the NFOSD has launched two interactive online support group using Facebook. One group is designed for adults with dysphagia and the other is for parents and caregivers of children with feeding and swallowing disorders. These groups are designed to be  a way to easily share your stories, resources, questions, answers, and support with others. We invite you to join us!

Adult Online Swallowing Support Group

Pediatric Online Swallowing Support Group

Click Here to See a List of Support Group Topics

Please note that many in-person groups are on hold due to the pandemic. Some groups are offering a virtual option. We recommend reaching out to the moderator for more details. 

UNITED STATES:

Arizona  – Virtual

Malathy Venkatesh, PhD, CCC-SLP and Kathryn Hammond, MS, CCC -SLP

Meeting Location: Virtual via Zoom

Meeting Date: March 3, 2022 at 6:00 -7:00 pm MST (inaugural meeting)

Contact: [email protected]  

Email for future dates/times

California – Los Angeles

Shannon Crow, MS, CCC-SLP and Lily Schneiderman, MS, CCC-SLP, CBIS

Meeting Date: 2nd Tuesday of each even numbered month

2022: February 8th, April 12th, June 14th, August 9th, October 11th, December 13th

Time: 6:00-7:00 pm (PST)

Contact:  [email protected]

California – Sacramento

Lisa Evangelista, CScD, CCC-SLP, BCS-S

Meeting Location: University of California, Davis Medical Center, Department of Otolaryngology-Head & Neck Surgery 2521 Stockton Blvd 7 th  Floor Conference Room, Sacramento, CA 95817

Please RSVP to Jennifer Mount ([email protected])

Phone: (916) 734 – 1530

California – San Diego

Liza Blumenfeld, CCC-SLP, BCS-S

[email protected]

Phone: (858) 626-5059

Meeting Location: TBD

Next meeting is scheduled; email Liza for the date and time

California – San Francisco

Claire Heitinger, MS CCC-SLP

Website: https://www.dysfogia.com/

Please note: this is a resource page and not a support group; Claire can help connect you to local swallowing support resources. Claire hopes to start a support group in the future.

Colorado – Denver

Katia Bruno, MEd, CCC-SLP, BCS-S

Shannon Heinrich, MS, CCC-SLP

Beth DalSanto, MSP, CCC-SLP

Email: [email protected]

Meeting Location: Virtual, please email for link

Time: 5:00 – 6:30 pm.

2022 Dates: 2/11, 5/13, 9/9, 11/11

Delaware – Lewes

Michele Poynton-Marsh, CCC-SLP

Email:  [email protected]

Phone: 302-644-1220

Meeting Location: 1632 Savannah Road, Suite 5

Meeting Date: 4th Thursday of every month from 2:00-3:00pm EST

Florida – (Virtual, Open to any Florida residents)

Dysphagia Digest of Florida: Maggie Donaker, MS, CCC-SLP & Kristin Winter, M.Ed., CCC-SLP

Email: [email protected]

Website: https://www.dysphagiadigest.com

Facebook Site: https://www.facebook.com/DysphagiaDigest/

Meeting Location: Virtual (email for details)

Date: Email for schedule

Illinois – Chicago

Abigail Nellis, CCC-SLP

Email: abigail.day@ northwestern.edu

Meeting: Email for date/time, currently meetings are virtual and open to anyone in the United States.

Missouri – Cape   Girardeau

Allison Remley, CCC-SLP

Email: [email protected]

Meetings: Currently on hold

New Jersey – Princeton

Susan M. Pattay, CCC-SLP, BCS-S

Email:  [email protected]

Meeting location: Princeton Medical Center in the Edward and Marie Matthews Center for Care- Conference Room

One Plainsboro Road, Plainsboro, NJ 08536

Meetings will be held on the 3rd Wednesday of the month, 12:00-3:30 pm EST

Registration preferred. Walk-ins welcome.

New York – Brooklyn

Sharon Beaumont-Bowman, CCC-SLP, BCS-S

Phone: 718-951-5186

Email:  [email protected]

Pediatric-Parents Meeting Location:

Challenge Early Intervention Center

649 39th Street, Brooklyn, NY 11232

Phone (718) 851-3300.

Meets third Monday of each month from 9:30 to 11:30 AM. Attendees should confirm meeting date and time with Sharon as this could change.

Adult meeting location : Brooklyn College

2900 Bedford Avenue, Brooklyn NY 11210

Meetings are held quarterly; Fall, Winter, Spring, Summer. Please email to attend and be put on the mailing list.

North Carolina – Charlotte

Michelle Hill, CCC-SLP

Email:    [email protected]

Currently meets virtually; email to RSVP and for more details.

North Carolina – Durham/Raleigh 

Nancy Villejo-Smith, CCC-SLP

Oklahoma  –  Tulsa

Tiffany Turner, CCC-SLP & Stacy Rathbone, CCC-SLP

Email: [email protected]

Phone: (918) 928-4700

The Center – Classroom 1, 815 S. Utica Ave.

Tulsa, OK 74104

Meets semi-annually; contact Tiffany Turner for meeting information

Oregon  –  Eugene

Samantha Shune, PhD, CCC-SLP

Email:  [email protected]

Phone:  (541) 346-7494

1655 Alder Street (17th and Alder)

HEDCO Education Building (room to be announced)

Eugene, OR 97403

We meet every other month. Please contact Samantha for future meeting dates and times or for more information

Texas – Houston

Christine Porsche, MS, CCC-SLP, CLT

Email:  [email protected]

Phone: 713-745-5846

University of Texas MD Anderson Cancer Center

Please email Christine if interested in attending or for additional information. Meetings are being held monthly.

www.mdanderson.org

Texas – San Antonio

Alexandria Gawlik, CCC-SLP

Email: [email protected]

Phone:  210-539-7262

UT Health San Antonio School of Dentistry, Speech Pathology Classroom

7703 Floyd Curl Drive, San Antonio, Texas 78229

Schedule – TBD. Please email for details.

Texas – Tyler

Email: [email protected]

Phone: 903-871-5712

1101 E Southeast Loop 323, Suite 175

Tyler, TX 75701

Schedule – First Tuesday of every month from 4pm-5 pm (email for meeting confirmation)

Virginia – Harrisonburg and Shenandoah Valley

Christy Ludlow, PhD, CCC-SLP & Erin Kamarunas, PhD, CCC-SLP

Email:  [email protected]

Phone: 540-564-7200

RMH Healthcare; Conference Room 1

2010 Health Campus Drive

Harrisonburg, VA 22801

Meetings are a collaborative effort between RMH Healthcare and James Madison University. They are scheduled for every other month on the second Wednesday of the month from 6:30 PM to 8:00 PM. Please call the number above for the date of the next meeting and to register to attend.

RMH Healthcare

Washington – Seattle

Jan Pryor, CCC-SLP, BCS-S and Angelina Fitzgerald, CCC-SLP

[email protected]

Phone: 619-339-5491

UWMC Otolaryngology Clinic; 3rd Floor Waiting Room

1959 NE Pacific Street

Seattle, WA 98195

Meetings are held the second Thursday of each month. Please email or call to attend and be put on the mailing list!

www.uwmedicine.org

Country-Wide Virtual Support Group:

Zuleikha Wadhwaniya, MS, SLP(C), Reg. CASLPO and Ashwini Namasivayam-MacDonald, PhD, SLP(C), Reg. CASLPO

Email: [email protected], [email protected]

Website: https://tinyurl.com/dysphagiasupportgroup

Date/Time of Meetings: Wednesday, May 25 at 7:00 pm EST (inaugural meeting)

Virtual: Email for link

Details: While this free support group is not a replacement for medical or psychological advice, it can be a valuable resource to help your adult patients and their caregivers make connections with others facing similar challenges.

Requirements for participation: Must be an adult with swallowing disorder or the caregiver of an adult with a swallowing disorder Must reside within the Canada Must have access to a computer/tablet/phone with high-speed internet with a microphone and webcam Must be available for the entirety of the 60-minute session

Alberta – Canada : https://head-way.org/

The following is a list of locations where speech language pathologists (SLPs) have expressed an interest in starting a support group. If you live near one of these areas and are interested in attending a support group, you can email us at [email protected] with your name, contact information, and location. We’ll pass this information onto the SLPs. When the SLP is ready to begin their support group, they will reach out to you with additional information.

California – Carmel

California – Encinitas

Colorado – Fort Collins

Florida – Orlando

Kentucky – Louisville

Louisiana – Slidell

Louisiana – Youngsville

New York- Buffalo

North Carolina – Durham/Concord/Charlotte

Ohio – Cleveland

Pennsylvania – Pittsburgh

Pennsylvania – Philadelphia/South Jersey

Texas – Tyler

Utah – Salt   Lake City

Wisconsin – Madison

Regardless of your location, if you are interested in being part of a support group, send us an email with your contact information and location. We have access to a nationwide network of speech language pathologists. If enough people are located in close proximity to each other, we’ll strive to establish a support group in your area. In addition, we are experimenting internally within our foundation with conducting online video chat support groups or allowing people to join into an existing support group over the Internet.

Lastly, if you are an SLP with an existing support group or have an interest in starting a dysphagia support group in your area, email us at [email protected]. We’d like to help you get the word out through the NFOSD website, Facebook, and other social media resources. Plus, we have flyers and other materials from prior support groups which can help you get your group started.

Common Speech Impediments: Causes, Symptoms, Treatment, And Support

Speech impediments include a variety of both language and speech disorders, some of which can be addressed through  online speech therapy  with speech-language pathologists. They can arise because of heredity and genetics, developmental delays, or even damage to Broca’s area—the part of the brain that’s involved in language skills and speech skills. They may also be linked to other conditions like autism spectrum disorder, cerebral palsy, dyslexia, or even hearing loss. It depends on the type and the cause, but most speech impediments and speech impairments can be treated through speech therapy.

That said, recognizing when a speech impediment may be present can help you get yourself or your child the treatment and support they may need for improved academic and/or social functioning and self-confidence.

Common symptoms of a speech impediment

There are many different types of speech impediments a person can have, so the symptoms can vary. That said, those listed below are common symptoms that could be initial indicators that you or your child may be experiencing speech problems or challenges:

• Elongating words
• Quiet or muffled speech
• Blinking frequently
• Distorted sounds while talking
• Frequent changes in pitch
• Poor voice quality
• Visible frustration when trying to communicate
• Overall difficulty communicating and expressing thoughts and ideas
• Inability to repeat words
• Inability to pronounce words the same way twice
• A phobia of speaking in public
• Speaking slowly and carefully
• Speech delay
• Frequent pauses when talking
• Limited vocabulary over several years, delayed language development

Some speech and language disorders are consistent with underlying mental health conditions such as autism. You can visit licensed health professionals or speech therapists to receive an accurate diagnosis and find out how to treat a speech impediment or language disorder, and its underlying cause, if applicable.

Key categories of speech impediments

Speech impediments or communication disorders can take many forms, from speech sound disorders to voice-related disorders. While speech sound disorders mostly result from sensory or motor causes, voice-related disorders deal with physical problems regarding speech. Read on for a list of some of the most common categories of speech impediments.

Voice disorders

Voice disorders  primarily arise due to issues regarding the health and structure of the larynx or the voice box. They can impact pitch, resonance, volume, and voice quality. Symptoms of a voice disorder may include having a hoarse, quivering, strained, choppy, or weak and whispery voice, which can make it difficult to produce speech sounds.

The root cause of these disorders can be either organic, like alterations to respiratory, laryngeal, or vocal tract mechanisms, or functional, like improper use of the voice. Some risk factors that may contribute to vocal health challenges include allergies, psychological stress, age, excessive alcohol or drug use, screaming, scarring from neck surgery, or even gastroesophageal reflux disease (GERD). Examples of voice disorders include laryngitis, vocal cord paralysis/weakness, polyps or nodes present on the vocal cords, leukoplakia, or muscle tension dysphonia.

Fluency disorders

A person may be diagnosed with a fluency disorder if they have trouble with speech timing and rhythm which makes it difficult to create a normal speech pattern. These disorders are characterized by interruptions in the typical flow of speaking, including abnormal repetitions, hesitation, and prolongations. Their cause is unknown, but it may be genetic. Symptoms can also be exacerbated by stress and anxiety. Stuttering is the most common example of fluency disorders. 

Symptoms of a fluency disorder may include dragging out syllables, speaking breathlessly, repetition of words, speaking slowly, and being tense while speaking. Secondary symptoms may include fidgeting, mumbling, saying “um” or “uh” often, not using certain problematic words, rearranging words in sentences, and anxiety around speaking. Treatment options vary depending on the specific disorder. With stuttering, for example, slowing down, practicing, using speech monitors, attending speech therapy, and receiving cognitive behavioral therapy (CBT) are all potential treatment options.

Articulation disorders and phonological disorders

Articulation and phonological disorders are two types of speech disorders classified as speech sound disorders that may impact communication. An articulation disorder includes speech that commonly exhibits errors such as substitution, omission, distortion, and/or addition (SODA). Although the actual causes of articulation disorders aren’t well understood, contributing factors may include brain injuries, a cleft palate/cleft lip, or nerve damage. Phonological disorders typically involve producing sounds correctly but using them in the wrong place and are more predictable than articulation errors. There may also be a genetic factor that contributes to both disorders and other families may be impacted as well. A licensed speech-language pathologist (SLP) can determine if an individual may have an articulation disorder or a phonological disorder. Ongoing speech therapy is typically the recommended treatment method.

Speech impediments versus language impairments

A speech impediment is typically characterized by difficulty creating sound due to factors like fluency disorders or other voice problems. These disorders may arise from underlying mental health issues, neurological problems, or physical factors or conditions impacting speech muscles.

Language impairments, on the other hand, are more about difficulty processing, reading, and writing and can be connected to an issue processing receptive language. They’re common in children, especially when they first start school. Language impairments relate to meaning, whereas speech impediments relate to sound. It’s also very common for a language impairment disorder to present alongside a learning disability like dyslexia.

Examples of speech impediments

Below is a brief overview of a few of the most common speech disorders and speech impediments, along with symptoms and potential treatment options.

Apraxia of speech is a speech sound disorder that affects the pathways of the brain. It’s characterized by a person having difficulty expressing their thoughts accurately and consistently. It involves the brain being able to form the words and knowing exactly what to say, but the person then being unable to properly execute the required speech movements to deliver accurate sounds. In mild cases, a person will only have small limitations in their ability to form speech sounds. In severe cases, alternate communication methods may need to be used.

An SLP is the type of provider who can diagnose apraxia. To diagnose speech disorders, including both childhood apraxia (sometimes called verbal apraxia) and acquired apraxia, they may ask the individual to perform simple speech tasks like repeating a particular word several times or repeating a list of words that increase in length. Apraxia generally needs to be monitored by both parents and an SLP over time for an accurate diagnosis to be possible.

There are various treatment options for apraxia, the most common being one-on-one meetings with a speech pathologist. They’ll likely help you or your child build helpful strategies and skills to help strengthen problem areas and communicate more clearly. Some other treatment methods include improving speech intelligibility or using alternate forms of communication, like electronic speech or manual signs and gestures.

The National Institute on Deafness and Other Communication Disorders describes aphasia as a communication disorder that results in a person’s inability to speak, write, and/or understand language. Like other communication disorders, it may occur because of damage to the portions of the brain that are involved in language, which is common in those who have experienced a stroke. It may also come on gradually in those who have a tumor or a progressive neurological disease like Alzheimer’s. Symptoms may include saying or writing sentences that don’t make sense, a reduction in a person’s ability to understand a conversation, and substituting certain sounds and words for others.

Since this disorder is usually caused by damage to parts of the brain, it will typically first be recognized in an MRI or CT scan that can confirm the presence of a brain injury. The extent and type of aphasia can generally only be determined by observing the affected part of the brain and determining how extensively it has been damaged, which is often done with the help of an SLP.

Treatment options for aphasia can be restorative (aimed at restoring impaired function) or compensatory (aimed at compensating for deficits).

Dysarthria 

Dysarthria is usually caused by brain damage or facial paralysis that affects the muscles of the jaw, tongue, or throat, which may result in deficits in a person’s speech. It may also be caused by other conditions like Lou Gehrig’s disease, Parkinson’s, or a stroke. It’s considered a nervous system disorder, subclassified as a motor speech disorder. It’s commonly seen in those who already have other speech disorders, such as aphasia or apraxia. Symptoms of dysarthria include slurred speech, speaking too slowly, speaking too quickly, speaking very softly, being unable to move one’s lips or jaw, and having monotonous speech.

Dysarthria can be diagnosed by an expert in speech-language pathology through an exam and tests like MRI, CT, electromyography, or the Denver articulation screening examination. Treatment depends upon the severity and rate of progression of the disorder. Some potential examples include tactics like slowing down while talking, doing exercises to help strengthen jaw muscles, moving the lips and tongue more, and learning strategies for speaking more loudly. Hand gestures and speech machines may also help. 

The importance of treatment

It is important to treat speech disorders; the consequences of an untreated speech or language impediment can vary widely depending on the type, symptoms, and severity, as well as the age and life situation of the individual. In general, it’s usually helpful to seek professional advice on treating speech disorders as soon as you notice or suspect an impediment present in yours or your child’s speech. Especially for moderate to severe cases, some potential effects of leaving these common speech disorders untreated can include:

• Poor academic performance/dropping out of school
• Decrease in quality of life
• Social anxiety and an inability to connect with people
• Damaged relationships
• Social isolation
• Hospitalization

Seeking professional support

Meeting with an SLP is usually the recommended first step for someone who believes they or their child may have a speech impediment. If you have a teenager with dyslexia, there are  resources for dyslexic teens  that can give supportive information about the condition. Healthcare providers may also provide helpful insights and ask about your family members’ history when it comes to speech and language-related issues as they can be hereditary. While these professionals can help with the physical aspects of a variety of speech and language impediments, you or your child may also benefit from emotional support in relation to the mental health effects of having an impediment. A therapist may be able to provide this type of guidance. If your child is experiencing a speech impediment, a counselor may be able to work with them to process their feelings of frustration and learn healthy coping mechanisms for stress. They can help you manage the same feelings if you receive a speech or language impediment diagnosis, or may be able to support you in your journey of parenting a child with a speech or language impediment diagnosis.

In addition to support at home, teenagers with a diagnosed speech impairment or impediment can receive special education services at school. The Centers for Disease Control notes that under the Individuals with Disabilities Act (IDEA) and Section 504, schools must provide support and accommodations for students with speech disorders. For some children, support groups can provide outlets for social connections and advice for coping. 

Meeting with a therapist in person is an option if there are providers in your area. That said, many people find it less intimidating or more comfortable to meet with a therapist virtually. For example, a teen who is experiencing a speech or language impediment may feel better interacting with a counselor through the online chat feature that virtual therapy platforms like TeenCounseling provide. It may allow them to express themselves more clearly than they could face-to-face or over the phone. Parents who need support in caring for a child with a speech or language impediment may find the availability and convenience of meeting with a therapist through an online therapy service like BetterHelp to be most beneficial. Research suggests that online and in-person therapy offer similar benefits for a variety of conditions, so you can choose the format that’s best for you.

Counselor reviews

See below for reviews of TeenCounseling therapists written by parents who sought help for their children through this service. 

“Kathleen has been good for my daughter to talk to. I am thankful for her to give my daughter someone else's perspective other than her parents. Thank you.”

“I love Ms. Jones. She doesn’t over-talk or judge you. She gives really good advice and if you're confused she knows how to break it down or explain whatever it is so you can understand. If you need to talk about anything, she’s always an open ear and responds quickly. Not only does she give you points from others' perspectives but she steps into yours so she can understand why certain things are the way they are. In my first session, I was nervous and I think she could tell. She’ll crack a joke every now and then to make me feel more comfortable. She’s just such a bundle of joy and a good counselor to have.”

Speech and language impediments can vary widely in terms of types, causes, symptoms, and severity. These are diagnosed by professionals in the field of speech and language pathology or by a medical doctor. A therapist can provide emotional support for those who are having difficulty coping with their own or their child’s diagnosis or other related challenges. 

What are the 3 speech impediments?

Speech impediments can manifest in a variety of ways. Three of the most common are listed below: 

• Voice disorders affect the tone, pitch, quality, and volume of a person’s voice. A person with a voice disorder may have difficulty speaking or being heard clearly by others. Voice disorders can be either functional or organic. Functional disorders occur due to improper use of the parts of the throat that produce speech, such as overuse of the voice leading to vocal fatigue. Organic voice disorders result from physical anatomical changes, such as nodules on the vocal cords. 
• Fluency disorders affect the rate, rhythm, and cadence of speech. Those with fluency disorders may speak in a disjointed, choppy, or prolonged fashion, making them difficult for others to understand clearly. While many types of fluency disorders exist, stuttering is likely the best-known. Speech often requires precise timing to convey a message accurately, which fluency disorders can disrupt. 
• Speech sound disorders are a broad category of disorders that interferes with a person’s ability to produce sounds and words correctly. Speech sound disorders can present very differently from person to person. Sometimes word sounds are omitted or added where not appropriate, and sometimes word sounds are distorted or substituted completely. A typical example of a speech sound disorder is the substitution of “r” for “w” in words like “rabbit” (becoming “wabbit”). Many children experience that substitution, but it does not become a disorder until the child does not outgrow it. 

Other types of disorders can cause problems with expressive communication or tongue-tie those experiencing them, such as developmental language disorder. Language disorders also cause concerns related to expressive communication, but the concerns are due to a lack of understanding of one or more components of language, not an inability to produce or use word sounds. 

What do you call a speech impediment?

Speech impediments are typically referred to as speech disorders . Speech refers to the ability to form speech sounds using the vocal cords, mouth, lips, and tongue. Speech also requires that a rhythm and cadence be maintained. Speech disorders indicate a problem producing intelligible speech; word sounds may be omitted or misplaced, the rhythm of the speech may be difficult to follow, or a person’s voice might be strangely pitched or too soft to hear clearly. 

It is important not to confuse speech disorders with language disorders . Language disorders arise due to difficulty understanding what words mean, how word sounds fit together, or how to use spoken language to communicate. Language problems may affect how a person speaks, but the root cause of the concern is linked to their understanding of language, not their ability to produce intelligible speech. 

How do I know if I have a speech impediment?

If you’re experiencing a sudden onset of impaired speech with no apparent cause, seek medical attention immediately. Strokes, traumatic brain injuries, and other serious medical conditions can cause sudden changes in speaking ability. Gradual changes in speaking ability may also indicate an underlying medical problem. If you’re concerned that your speaking ability has been gradually deteriorating, consider making an appointment with a healthcare provider in the near future. 

Most people with a speech disorder are diagnosed in childhood. Parents often identify speech-related concerns in early childhood based on their child’s speech patterns. The child’s pediatrician may also refer the child to a speech-language pathologist, a professional specializing in evaluating and treating speech disorders. If problems persist until the child is in school, teachers and other school officials might initiate a referral for an evaluation if they believe speech concerns are present. Children often receive speech and language therapy that resolves or improves their speech problems. 

Speech disorders also appear in adulthood, often due to injury or illness. It is also possible, although rare, for speech problems to be misdiagnosed or missed outright during a person’s childhood. In that case, the speech disorder may have been present since childhood and symptoms persisted into adulthood.

If you’re finding it difficult to communicate verbally with others, have an easily identifiable speech problem (like stuttering), or receive feedback that others have trouble understanding you, consider making an appointment with your doctor for an evaluation and referral to the appropriate healthcare providers. 

What are 5 causes of speech impairment?

Speech and language disorders can result from conditions that interfere with the development of perceptual, structural, motor, cognitive, or socioemotional functions. The cause of many speech disorders is unknown, but research has indicated several underlying factors that may be responsible: 

• Pre-existing genetic conditions, like Down’s syndrome or Fragile X syndrome. Evidence suggests that genes may play a role even if genetic abnormalities do not result in a diagnosable genetic condition. 
• Physical abnormalities, such as damage or improper development of the respiratory system, facial muscles, or cranial nerves. 
• Hearing problems, which can delay a child’s acquisition of speech. 
• Neurodevelopmental disorders, such as autism spectrum disorder, may interfere with speech development. There is also evidence to suggest that those with attention-deficit hyperactivity disorder may have a more challenging time acquiring speech skills. 
• Neurological conditions such as cerebral palsy. 

Mental health concerns can also cause problems communicating with others. For example, an underlying anxiety disorder may lead to selective mutism , wherein a child speaks only under certain circumstances. 

Is speech impediment a disability?

A speech-language disorder is considered a “ communication disability ” under the Americans with Disabilities Act (ADA). The ADA requires government and businesses to establish “effective communication” with people who have communication disabilities. Effective communication can be established in several ways. For those with a speech disorder, accommodation may be as simple as ensuring the person can get hold of writing materials if they need to express themselves quickly. In some cases, organizations may use a transliterator, or person trained to recognize unclear speech and repeat it clearly. 

Because speech disorders are known to lead to academic struggles in K-12 and higher education settings, they are categorized as a disability under the Individuals with Disabilities Education Improvement Act (IDEIA) . The IDEIA sets guidelines for all schools in the United States, public or not public, guaranteeing each child a right to accommodations and interventions for their speech disorder. 

Can I fix my speech impediment?

Whether or not a speech disorder can be completely eliminated depends heavily on individual factors. The cause of the disorder, its severity, and the type of speech dysfunction all play a role in determining whether a particular disorder can be completely resolved. While it is not possible to guarantee that a speech disorder can be “cured,” nearly all disorders are treatable, and improvement is likely possible. 

Can you treat a speech impediment?

Yes, many speech disorders are highly treatable. Most people receive treatment as children when most speech disorders become apparent. For children, speech-language pathologists will identify the specific speech disorder, search for an underlying cause, and design an intervention that targets that child’s speech problem. For example, a child who struggles with articulation errors and producing word sounds consistently may benefit from a contextual utilization approach . Contextual utilization leverages the fact that one sound is easier or more difficult to pronounce depending on which other sounds surround it. 

Speech disorders that emerge in adulthood may be more challenging to treat due to underlying factors, such as brain injury. Suppose an adult experiences a traumatic brain injury that affects their speaking ability. In that case, a speech-language pathologist may help them find alternative communication methods, such as using a computer. They may also help them directly restore some of their speaking ability by leading them through exercises that improve nerve function and muscle control.  

Is a speech impediment mental?

Speech disorders can be caused by various factors, many of which have nothing to do with the brain. However, there is a relationship between psychiatric mental health concerns and difficulty with spoken communication . Although researchers are still unsure of the exact cause, studies have identified a significant link between speech disorders and mental health disorders like schizophrenia, bipolar disorder, and major depression. 

Neurodevelopmental disorders, such as autism spectrum disorder and attention-deficit hyperactivity disorder, are also associated with an increased risk of developing a speech disorder. Although the link between neurodevelopmental disorders and speech disorders is not fully understood, evidence suggests that treating the speech disorder is still possible. 

Finally, speech disorders can also be caused by illness or injury in the brain, such as cancer, an infection, or traumatic brain injury. Although these are not considered mental or developmental disorders, they may affect brain function and mental acuity. Speaking is a complex process, and there are many ways it can be affected. 

Is autism a speech impediment?

Autism spectrum disorder is not a speech disorder, but it is heavily associated with communication problems. Those on the autism spectrum often use repetitive or rigid language and may not follow communication norms. They may repeat phrases continuously, use a modified tone of voice, or introduce information that has little to do with the conversation at hand. 

Those on the autism spectrum are often able to form word sounds properly. The communication deficits of autism spectrum disorder are more closely related to language disorders than speech disorders. Speech disorders are associated with difficulty producing or using word sounds correctly, whereas language disorders are associated with a lack of understanding of one or more language components.

Autism spectrum disorder is also characterized by difficulties using pragmatic communication, or communication that is appropriate to a specific social situation. Although not a disorder of speech, a limited ability to recognize the socioemotional content of speech can significantly impact interpersonal communication and social interactions. 

• Recognizing And Navigating Teen Depression Medically reviewed by Elizabeth Erban , LMFT, IMH-E
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• Relationships and Relations

• A Comprehensive Guide to Support Groups for Adults with Communication Disorders

This article provides an overview of the different support groups and resources available to adults with communication disorders.

Living with a communication disorder can be a difficult and isolating experience, but there is help available. Support groups provide a safe space for people with neurogenic disorders to connect, share experiences, and learn communication strategies. In addition, many organizations offer free or reduced-cost speech therapy in group settings. This article will provide an overview of the different support groups and resources available to adults with communication disorders. The Cherab Foundation is a global non-profit organization that works to improve the communication skills and education of all children with delays and speech and language disorders.

They offer promotion, research, and knowledge development activities on the identification, diagnosis, and treatment of people with communication disabilities. The Cherab Foundation also provides financial support for the training of black students in the fields of speech, language, and hearing. The National Black Association for Speech, Language and Hearing (NBASLH) is another professional and scientific association that addresses the communication interests and concerns of black professionals, students, and consumers in the communication sciences and disorders. They provide resources on their website to help support those with communication disabilities. The Callier Center for Communication Disorders at the University of Texas at Dallas has been treating children and adults with severe expressive communication disorders since 1975. They offer clinical and research programs as well as training graduate students at the University of Texas at Dallas. The Callier Center also provides resources on their website to help those with communication disabilities. Inspire is a bimonthly group meeting that offers support, education, and communication strategies to people living with neurogenic disorders.

They meet every other Wednesday to discuss various issues that accompany a communication disorder. Inspire connects patients, family members, friends, and caregivers for support and inspiration. If you're caring for a family member or friend with a communication disorder, there are many resources available to help you support their speech and language treatment. A good starting point is the local hospital or even a local college or university where they have a degree program in speech-language pathology (look for departments of speech pathology, communication sciences, or communication disorders).For those caring for a child or teenager with a communication disorder, it's important to remember that they may be feeling overwhelmed by their lack of success. It's important to provide them with emotional support as well as access to resources that can help them manage their disorder. Communication disorders affect nearly 1 in 10 people worldwide, so it's important to know that you're not alone.

There are many support groups available to help adults with communication disorders find the help they need. Whether you're looking for additional support or access to free or reduced-cost speech therapy in group settings, these organizations can provide the resources you need.

• cherab foundation
• callier center for communication disorders

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Home / Resources

Speech Disorder Resource Guide for K-12 Students

August 20, 2021 

With a little help, K-12 students with speech and language disorders can find support and success in classroom settings. This guide includes organizations, support groups, articles and tools for middle school and high school students with speech disorders, as well as their parents and educators. These resources offer information for students with Autism Spectrum Disorder (ASD), students who stutter, students with aphasia, students with apraxia and students with other communication disorders.

Click or tap the links below to jump to resources for educators, parents and students.

Speech Disorder Resources for K-12 Educators and School Staff

Resources for parents of k-12 students with speech disorders.

• Resources for Middle School and High School Students With Speech Disorders
• Apps and Supportive Technology for Students with Speech Disorders

Speech disorders in children can affect academic performance. These resources can help educators who teach students with speech disorders.

General Resources for Educators

Australian Journal of Teacher Education : “Children with Speech Sound Disorders at School: Challenges for Children, Parents and Teachers” (PDF, 483KB) This research explores how language disorders in children affect their classroom performance and the frustrations experienced by their parents and educators.

The Hanen Centre: Hanen Programs for Educators This organization provides training for educators of young children with language delays and resources for parents and speech-language pathologists (SLPs). 

National Council for Special Education: Strategies for Learning and Teaching These tips can help educators teach students with speech and language disorders.

National Science Teaching Association: Communication Disorders This association offers resources and tips for science educators who teach students with communication disorders.

Resilient Educator : “Supporting Students with Communication Disorders in Schools” This article outlines tips for educators who work with students with communication disorders, including being a role model, employing patience and using technology. 

University of Florida Institute of Food and Agricultural Sciences: Teaching Students with Disabilities: Speech and Language Impairments (PDF, 508KB) This paper explains different communication disorders in children and outlines strategies for agriculture teachers who work with students with speech and language impairments.

We Are Teachers: What Teachers Need to Know About Language Disorders  This article underscores the challenges students with language disorders face in class and offers advice for how teachers can support them.

Resources For Educators of Students who Stutter

FRIENDS: The National Association of Young People Who Stutter: For Teachers FRIENDS serves young people who stutter, their families and health care providers through education, outreach, workshops and conferences. Its resources for educators include stories and letters from children who stutter that shed light on how the speech disorder affects students in class.

National Stuttering Association (NSA): Stuttering: Answers for Educators (PDF, 3.2 MB) The NSA serves children and adults who stutter. This brochure includes information about speech therapy, individualized education plans, bullying and suggestions to help students who stutter.

The Stuttering Foundation: For Teachers This foundation serves people who stutter and their families and supports research into the causes of stuttering. Free resources for teachers include FAQs, handbooks and brochures to help students who stutter.

Resources For Educators of Students with Aphasia

Teachnology: Aphasia and Dysphagia in the Classroom This article explains the effects of dysphagia and aphasia on students and offers tips for helping students with these conditions succeed.

The Edvocate: Assistive Technology to Help Students With Aphasia Succeed Academically Tools and technology can help students with aphasia, and this article suggests some technology that may help, including calendar programs, apps to improve attention span and voice generators.

Resources For Educators of Students with Autism Spectrum Disorder (ASD)

Autism Society: Academic Success This page explains the rights of students with Autism Spectrum Disorder (ASD) in public schools, including information about individualized education.

Scholastic: Teaching Students with Autism Spectrum Disorder These 10 tips can help educators support students with ASD.

The Tech Edvocate: Assistive Technology to Help Children with Autism Spectrum Disorder (ASD) Succeed Academically This article offers ideas for technology to help students with Autism Spectrum Disorder (ASD), including apps for organization, alternative communication and teaching social skills. 

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The following speech and language impairment resources for parents are designed to help parents of children with speech disorders, including those with specific conditions listed below.

General Resources for Parents

American Speech-Language-Hearing Association (ASHA): How to Help Children with Speech and Language Disorders in Virtual and Modified In-Person Classroom Settings This article offers tips for parents to help children with specific challenges around speech and language disorders, including understanding and being understood in virtual settings, combating distractions and using masks for in-person learning.

ASHA: Speech and Language Services in Schools This resource explains how speech and language problems affect learning and how SLPs can help students who struggle with communication in school. 

Bilinguistics: Communication Disorder Resources for Parents This Austin, Texas, speech therapy clinic offers information for parents about different communication disorders in children, treatments and support.

The Hanen Centre In addition to training for educators, the Hanen Centre offers resources for parents and SLPs to help children with language delays, Autism Spectrum Disorder (ASD), Asperger Syndrome and other language development issues. Paid resources include  programs for parents to help children with language delays, ASD and literacy  and  guidebooks and DVDs for parents . The  Autism Corner  features resources to build communication skills in children with ASD.

Mommy Speech Therapy: Free Downloads   This blog created by mother and SLP Heidi Hanks offers worksheets and other free activities for parents of children with speech disorders.

Selective Mutism Foundation: Treatment and Resources This Florida foundation offers free treatment, consultations and other resources for families and individuals with selective mutism. 

Speech Buddies This paid speech therapy service offers resources for patients of different ages, from 0-3, 4-7, 8-17 and 18 and older. Speech Buddies helps connect parents to speech therapists and offers speech tools for use at home or in therapy. Articles specific to parents include:

• Speech Disorders and Kids: Finding Support for Parents
• Support for Families of Children with Speech Disorders

Resources For Parents of Children who Stutter

FRIENDS, the National Association of Young People Who Stutter: For Parents FRIENDS’ resources for parents of children who stutter include  virtual parent groups  for parents to learn how to support children who stutter and  virtual kids groups  facilitated by an adult and designed for children 6 to 11.

National Stuttering Association: Parents This page helps parents learn about treatments for children who stutter, find local family chapters and connect with therapists.

SAY: The Stuttering Association for the Young This nonprofit organization provides support and experiences for young people who stutter. SAY can help parents enroll young children in speech therapy. Programs for younger children include  speech therapy for preschoolers (ages 2-6)  and  speech therapy for school-age children (ages 7-12) .

The Stuttering Foundation This organization’s pages for parents include  resources for parents of preschoolers ,  information for parents of school children  and  other resources for kids .

Resources For Parents of Children with Aphasia

Aphasia Institute: Family Support Groups Monthly, online support groups for family members of people with aphasia are available through this group.

National Aphasia Association: Aphasia Caregiver Guide This free guide offers information for caregivers of people with different types of aphasia in home or hospital settings.  

San Diego State University Aphasia Network: Information for Persons with Aphasia and Caregivers This page includes information about aphasia and COVID-19; California, national and international organizations for aphasia support; and online resources for caring for people with aphasia. 

Resources For Parents of Children with Autism Spectrum Disorder (ASD)

Autism Parenting : Assistive Communication Devices for Children with Autism This article outlines how assistive communication devices and strategies can help children with ASD communicate more effectively.

Center on Secondary Education for Students with Autism Spectrum Disorder: Supporting Communication and Social Skills These resources discuss supporting communication for high schoolers on the autism spectrum, deepening support for teenagers with Autism Spectrum Disorder (ASD) and other information for parents assisting adolescents with ASD.

Resources For Parents of Children with Apraxia

Apraxia Kids This nonprofit organization works on education, community engagement, advocacy and research around apraxia. It offers a range of services for families and children with apraxia, including: 

• Support groups for children with apraxia .
• Resource guides for apraxia  books, apps, homeschooling information and local and national support. 
• Brochures and printable materials  for sending children to school, raising awareness around apraxia and other tips.

Resources for Middle School and High School Students with Speech Disorders

These organizations, support groups and tools are geared to middle schoolers and high schoolers with speech disorders.

Resources For Students who Stutter

SAY: The Stuttering Association for the Young   SAY’s services and resources for youth include the  My Stutter video series , which highlights the stories of young people who stutter.

National Stuttering Association: Teens Who Stutter This initiative helps teenagers (ages 13-17) connect with peers who stutter through local NSA chapters and social media communities and learn from adult mentors.

FRIENDS: The National Association of Young People Who Stutter FRIENDS’ resources for students include  inspirational videos, personal stories from teenagers who stutter, inspiration for classroom settings  and  virtual teen groups  that allow teenagers who stutter to connect when in-person meetings are not possible.

The Stuttering Foundation: For Teens This foundation offers readings, videos and guides for teens who stutter. 

Resources For Students with Autism Spectrum Disorder (ASD)

The Autism Project: Social Groups This organization hosts  in-person and virtual social groups  for children, teens and adults with ASD.

Center on Secondary Education for Students with Autism Spectrum Disorder: Peer-to-Peer Series These resources were written by students with ASD and include information on planning for life after high school, communicating with professors, online dating and other topics.

Apps and Supportive Technology for K-12 Students with Speech Disorders

The following apps and other technologies may help K-12 students with speech and language disorders communicate more easily. 

Apps and Devices for Students who Stutter

• FluencyCoach  is a free mobile and desktop app that provides Altered Auditory Feedback (AAF) for users. The mobile app requires headphones but does not support Bluetooth headphones.
• Stamurai  is a free mobile app offering therapy exercises and analytics for people who stutter.
• DAF Pro  is a paid app that helps people who stutter slow their speech.
• Fluency SIS  is a paid iPad app for SLPs to use with children 8 to 12 years old who stutter.
• SpeechEasy  uses an AAF device worn in one ear paired with support from an SLP to help reduce stuttering. The company offers four paid wearable models.

Augmentative and Alternative Communication (AAC) Apps

• MyTalkTools  offers a suite of AAC products for mobile and desktop devices, including free mobile app versions. 
• iCommunicate  is a paid iPad app that functions as an Augmentative and Alternative Communication (AAC) device and a platform for creating flashcards, visual schedules and other tools.
• LAMP Words for Life  is a paid AAC app for iPads.
• Predictable  offers a variety of paid AAC bundles for mobile, tablet and desktop use. 
• Proloquo2Go  is a paid AAC iOS app for children, teens and adults.
• TouchVoice  offers paid AAC apps for mobile devices, tablets and desktop computers.
• Voice4U  provides paid AAC and text-to-speech mobile apps.

Text-to-Speech Apps

• iSpeech  is a free text-to-speech app and interface that can improve accessibility for people with language-based learning disabilities.
• Read&Write  is a free text-to-speech app for iPad that can help students.
• Talk for Me  is a free text-to-speech app for iPad and iPhone that allows users to create custom phrases. 
• ClaroSpeak  is a reading and writing app that includes a text-to-speech function. There is  a free trial period and a paid premium version.

Other Apps for Students with Speech Disorders

• Little Bee Speech  offers free speech and language apps for parents and SLPs working with children, as well as some paid apps.
• QuestionIt  is a free app to teach children with Autism Spectrum Disorder (ASD) and other communication disorders how to answer different types of questions.
• Conversation Builder  is a paid app to help elementary school children practice conversing with peers.
• Splingo  offers paid speech and language apps for mobile devices and tablets to engage children around different aspects of language.

For a list of similar communication disorder resources for college students, see  Speech Disorder Resources for College Students.

Please note that this article is for informational purposes only. Individuals should consult their health care provider before following any of the information provided.

• Parents of Preschoolers
• Parents of School-Age Children
• Just for Kids
• Speech-Language Pathologists

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This material was written by Kenneth O. St. Louis, Ph.D., West Virginia University, and updated by Kathleen Scaler Scott, Ph.D., Misericordia University

How do you know if you or someone else has a cluttering problem?

Like stuttering, cluttering is a fluency disorder; but, the two disorders are not the same. Cluttering involves speech that sounds rapid, unclear and/or disorganized. The listener may hear excessive breaks in the normal flow of speech that sound like disorganized speech planning, talking too fast or in spurts, or simply being unsure of what one wants to say. By contrast, the person who stutters typically knows exactly what he or she wants to say but is temporarily unable to say it. To make matters even more confusing, since cluttering is not well known, many who clutter are described by themselves or others as “stuttering.” Also, and equally confusing, cluttering may occur along with stuttering.

The most commonly agreed upon definition of cluttering represents basic criteria which all experts agree are found in all people who clutter to some degree. Under this definition, mandatory for a diagnosis of cluttering is that the speaker sounds fast to the listener at least some of the time. The concept is that even though the speaker may not be speaking faster than average, they are speaking at a rate that is too fast for their system to handle, resulting in communication breakdown. Under this definition, communication breakdown would appear in at least one of the following ways for a diagnosis of cluttering:  

• Excessive moments of over-coarticulation, meaning that sounds and syllables are blended together “too much” so that it can sound like all sounds are syllables are not present (e.g., speaker says “ferchly” for “fortunately”).
• Excessive use of “normal disfluencies,” such as interjections (e.g. um, uh, er) and revisions (e.g., I would like to go—I was thinking about taking a drive).
• Pauses in places not expected grammatically, often making the speech sound “jerky” or “spurty”

These fluency and rate deviations are the essential symptoms of cluttering. However, there are a number of symptoms suggested in the latter part of the above definition that may or may not be present but add support to the impression that a person is cluttering. Accordingly, the clinical picture of a typical cluttering problem would be enhanced if the person in question had any of the following:

• Little or no apparent physical struggle in speaking.
• Confusing, disorganized language or conversational skills.
• Limited awareness of his or her fluency and rate problems.
• Temporary improvement when asked to “slow down” or “pay attention” to speech (or when being recorded).
• Several blood relatives who stutter or clutter.
• Social or vocational problems resulting from cluttering symptoms.
• Learning disability not related to reduced intelligence.
• Sloppy handwriting.
• Distractibility, hyperactivity, or a limited attention span.
• Auditory perceptual difficulties.

How is cluttering diagnosed?

Before getting treatment, it’s important that someone suspected of cluttering be diagnosed accurately. It is advisable to consult a speech-language pathologist to make the diagnosis. The assessment process involves determining if cluttering is present and differentiating it from other communication problems or other diagnoses that may cause difficulties with speech. These other problems/diagnoses, which are in addition to a speech diagnosis of cluttering, may also require contributions or reports from other professionals, such as classroom teachers, special educators, or psychologists. The evaluation should include consideration of the fluency problem, but also any co-existing speech, language, learning, and/or social problems. If the suspected clutterer is in school, it may be a good idea to get a comprehensive academic achievement test (e.g., mathematics, writing, and reading) and even an intelligence test. The diagnosis should specify whether or not cluttering is present and also what other problems are present, such as stuttering, a language disorder, or a learning disability. It is important to note that if a person who stutters also clutters, sometimes the cluttering will not be noticed until the stuttering diminishes, either on its own or from speech therapy.

How is cluttering treated?

Therapy for people who clutter generally addresses what impacts communication breakdowns the most. Ordinarily, one of the first goals of therapy is to reduce the speaking rate, although this may not be easy for the clutterer to achieve. It is common for those with cluttering to use pausing less frequently than speakers without cluttering. Therefore, one way to achieve a slower rate that is in line with what their system can handle is to insert pauses in natural places. Often the clutterer must be taught to pause deliberately. If the person is unaware of where to pause, it may be useful to write some unintelligible sentences (from a recording) that he or she has actually said, first without spaces between words and then with normal spacing. Seeing the difference can often assist in learning to find appropriate pause locations. Another technique that has been found helpful with young clutterers is to use the analogy of a speedometer wherein rapid speech is above the “speed limit” and “speeding tickets” are given for exceeding the “limit.”  

For some, slowing rate of speech by adding pauses is enough to increase speech clarity. For others, unclear speech still exists between the pauses. When this happens, it may also be helpful for clutterers to learn to exaggerate stressed syllables in longer words while being sure to include all the un-stressed syllables (e.g., “par·tic´·u·lar,” “con·di´·tion·al,” or “gen·er·o´·si·ty”). Some clutterers benefit from planning both the content (the “what”) of a message as well as the delivery (the “how”). For example, the “what” can be taught as formulating the main message in key words (e.g., “Computer isn’t responding. I reboot. Works again.”). The “how” then focuses on filling in the appropriate details (e.g., “My computer often doesn’t respond when I am trying to work on it. I restart the computer before trying again. Often, restarting helps the computer to respond properly again.”)

Many cluttering symptoms are often reduced if the clutterer can achieve a slower rate that is more in line with what their system can handle. Sometimes, however, additional articulation (pronunciation) and/or language problems need to be addressed directly. One technique involves planning out what one is going to say using a specific structure (e.g., when relating a story to someone, tell about the people, place, any events and the ending). After practice, they learn to present information in such a structure more automatically when conveying information to others.

As noted, many people who clutter also stutter. And often the cluttering is covered up or masked by the stuttering. In some of these individuals, the cluttering emerges as the individual gets control of the stuttering or begins to stutter less. Yet, whether or not the clutterer also stutters (or previously stuttered), any therapy techniques that focus attention on fluency targets such as easy onset of the voice or more prolonged syllables can also help the person to manage many of the cluttering symptoms. The important thing is that the clutterer learn to pay attention to—or monitor—his or her speech and do anything that makes it easier to remember to do so.  Practicing pausing and/or emphasizing all sounds and/or syllables in words even when not needed helps the person who clutters to better monitor their speech and realize sooner when a real communication breakdown has occurred.

What is the likelihood that therapy will help?

Many people who clutter are initially skeptical that therapy can help. Regardless of age, over time they come to see that learning strategies to tune in and monitor their speech can be helpful. Since most cluttering symptoms resolve through simple adjustments such as rate, prognosis for improvement is good. Motivation is a key element. Successful candidates have good reason for working hard to change, such as the likelihood of a job promotion for adults, or the likelihood that they will have to repeat themselves less for children. Therapy does take a lot of practice and monitoring, but much can be done to help those who clutter manage their cluttering.

How can I get help for cluttering?

Since cluttering is neither common nor well understood, speech-language pathologists (SLPs) may express doubt about whether or not they can effectively evaluate and treat cluttering. If so, they can be referred to a number of sources of information about the disorder. (See the references on back panel.) With such information, many of these SLPs may well be willing to provide therapy for cluttering. Fortunately, most SLPs who are specialists in stuttering are also willing to evaluate and treat cluttering as well. The Stuttering Foundation can supply you with the names of individuals in your geographic area that are recognized as specialists in fluency disorders. Call toll-free 800-992-9392 or visit www.StutteringHelp.org .

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Speech Therapy

Individualized programs for speech & swallowing disorders.

Difficulty speaking or swallowing is not an unusual problem for children or adults who have been injured or afflicted with certain types of medical conditions, such as a stroke. Speech therapists at Allied Services Integrated Health System create individualized programs for each patient designed to help them overcome difficulties with speaking or swallowing.

Speech therapists can help patients who are dealing with:

• Dysphagia/oral feeding disorders
• Auditory processing disorder
• Voice disorders
• Expressive disorders
• Cognitive-communication disorders

What You Should Know About Speech-Language Pathologists (SLPS)

Speech-language pathologist is the professional term for a speech therapist. These are highly trained medical specialists who focus on communication, cognition, and development. SLPS can work with patients of any age. They typically work with patients one-on-one to develop personalized treatments plans. However, patients may also participate in a group program guided by an SLP.

The primary interventions used by SLPS include:

• Language intervention activities – These activities engage the patient with games, books, or other activities designed to stimulate language development. Patients may also participate in vocabulary and grammar exercises.
• Articulation therapy – Some words are harder to say than others. In this therapy, SLPs mouth out words that the patient is having trouble speaking out loud. Patients learn how to physically create the sound with their mouths so that they can have an easier time saying it out loud.
• Feeding and swallowing therapy – These treatments are for patients who are having trouble swallowing or using their mouth. Patients learn exercises that help strengthen the muscles in their throat and mouth.

Family Involvement

Overcoming a speech disorder is easier when you have a support system. At Allied Services Integrated Health System, our SLPs help patients and their families/support team learn new strategies for overcoming these problems. It is important to remain positive and stay motivated. Treating a speech disorder can take time, but with dedicated help from a knowledgeable team, patients can see significant results.

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Support for Families of Children with Speech Disorders

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After your child is diagnosed with a speech disorder, you’ll likely spend your days looking for a speech therapist , going to IEP meetings , and Googling his speech disorder with every spare minute you have. Raising a child with special needs is a full-time job in itself. If you have more than one child, you’ll also likely need to help the sibling cope with the fact that his little brother or sister has a speech disorder.

Every family’s situation is unique. You and your partner may both work full-time jobs, or one of you may be able to devote the whole day to the kids. Regardless of your family’s resources and schedule, dealing with a speech disorder can be stressful. Consider ways in which you can rearrange your daily routine and work schedule to make life go a bit smoother. Finances

The 2005 – 2006 National Survey of Children with Special Health Care Needs, conducted by the Maternal and Child Health Bureau notes that nearly 20 percent of families of children with special needs report a financial burden as a result of the disability. That number shoots up to 42 percent amongst the uninsured. This financial burden is due to a combination of increased healthcare expenditures and the likelihood that a parent will take time off of work or quit a job entirely.

Image source: globalgiving.org

Exploring Alternative Work Options

If you find that it’s impossible to take care of your speech disordered child while working a full-time job, sit down with your partner and brainstorm a list of possible options. One of you could switch to part-time hours or quit the job entirely. If this is a viable option, the parent with the most comprehensive health insurance coverage through his employer should keep his job. A temporary leave of absence is also a possibility.

Some employers may consider flextime, in which you would work a full 40-hour week, but change your schedule to 10 hours four days a week or something similar. Job sharing is another option, in which you and one other person would share a full-time job. This may work in situations in which your employer will not allow you to work part-time.

Getting Outside Help

If you are a single parent or cutting back on hours is not a viable option, consider hiring a babysitter who can take your child to speech therapy sessions. You could also ask the child’s grandparents or other family members to take on transportation duties occasionally. Some speech therapists might also be willing to make house calls or to work with your child at his daycare center. You can also take advantage of the free speech therapy within the public school system.

Image source: earlyexperiences.org

The Family and Medical Leave Act

Talk to your employer’s human resources department if you are considering taking a leave of absence. You may qualify for a leave of absence under the Family and Medical Leave Act (FMLA) if you have worked for the employer for at least 12 months (not necessarily consecutive months) and if you have worked at least 1,250 hours during the 12 months immediately prior to the leave of absence. You must also work for an employer who employs at least 50 people within 75 miles of the job location. If you qualify, you are entitled to 12 weeks of unpaid leave within a 12-month period.

Support Groups for Parents

While arranging a new work schedule is important, do not neglect to take care of your emotional health as well. Being a caregiver can be an emotionally draining job. Connect with support groups for families of children with speech disorders. Ask your child’s speech therapist and pediatrician for listings of local groups or talk to other parents at his school about local resources. Organizations with support groups often specialize in one type of speech disorder, such as The National Stuttering Association and The National Aphasia Association .

One comment

My name is Dahlia and I am a junior at Northwestern University. I am doing a project on the perceptions of online therapy, focusing on speech therapy that is provided through video sessions, rather than in person. This allows people who may not have access otherwise to receive therapy and is often cheaper than in-person therapy.

I am hoping that you will complete a survey regarding your thoughts on this form of therapy, and perhaps pass it on to other parents you know who have children with speech disorders.

The link to the survey is: https://docs.google.com/a/u.northwestern.edu/spreadsheet/viewform?formkey=dHVicENsYWZEb3VOMDVpY0I4SkQzZUE6MQ#gid=0

Thank you very much, Dahlia Gruen

Comments are closed.

How to care for someone with communication difficulties

The adult or child you're caring for may find it difficult to communicate because of a physical health problem – such as a hearing difficulty , a problem with their eyesight or a developmental disorder – or because of a disorder affecting their brain, such as Alzheimer's disease or stroke .

Communication problems can come on gradually or happen overnight. If they're sudden, you will need to re-evaluate how you communicate with the person you care for.

Consider your tone of voice, how quickly you speak, and how you use body language and gestures to emphasise what you are saying. Find out what helps them or makes your communication clearer.

Someone who has a physical or mental illness or disability may be affected by your own and other people's reactions to their condition. This could change their ability to communicate.

Types of communication problems

Speech problems can happen for no clear reason or because of a:

• cleft palate
• brain injury
• hearing problem

Language disorders

Language disorders are problems understanding or using words. They can be triggered by a stroke or brain injury.

Children learn to talk by listening to the people around them, and mimicking sounds and mouth shapes. It helps to talk to your child, and encourage sounds and speech from an early age. If their progress seems to be delayed, take them to a doctor for a check-up.

Some people grow out of these disorders during childhood, while others live with them throughout their adult life.

Speech and language therapy can help, particularly in younger people. You can access this through your child's special educational needs co-ordinator or a GP.

Selective mutism

Selective mutism, sometimes described as a "phobia of talking", is an anxiety disorder that stops children speaking in certain social situations, such as in school lessons or in public.

However, they're able to speak freely to close family and friends when nobody else is listening – at home, for example.

If your child is selectively mute, be patient. Don't put pressure on them or bribe them to speak.

Find out more about selective mutism .

Deafblindness

Deafblind people have a sight and hearing impairment. Some people are born deafblind, while others become deafblind in later life through an accident or old age.

People who are deafblind may not use words, and it can be difficult to work out the best way to communicate with them.

Find out more about deafblindness .

The charity Sense supports and campaigns for children and adults who are deafblind.

Communication problems after a stroke

A stroke can cause mental and physical impairments, and make communicating with someone difficult.

The person who has had the stroke may find it hard to form words or understand what you say to them. This may make it difficult for you to work out what they want.

If the person has problems with speech, language, writing or swallowing, they can be referred for speech and language therapy to help them regain those skills.

When you communicate with someone who is recovering from a stroke , it's important to give them your full attention and try to avoid any background distractions. Try to speak clearly and at a normal volume.

Make sure you're listening and watching for the person's reactions, as not all communication is verbal. It's also important that you don't pretend you've understood them if you haven't. Don't try to speak for them.

You can get support with stroke-related illness and disability from the Stroke Association . It also has volunteers who work to improve the communication skills of people who have had a stroke.

Communication aids

Some people with communication problems may find communication aids helpful.

These are also known as augmentative and alternative communication (AAC) devices and can include anything from picture books to personalised technology.

AACs are most often used by people who have problems with speech, including those with autism, learning disabilities, cerebral palsy or deafblindness.

Read more about communication aids on the Sense website .

Video: Augmentative and Alternative Communication (AAC)

This video shows how Toby uses AAC to help him lead a successful professional life.

Sign language

Sign language is a way of communicating visually, using hand gestures, facial expressions and body language. There are hundreds of different types of sign language in use across the world.

British Sign Language

British Sign Language (BSL) is the sign language used by deaf people in the UK. BSL uses hand gestures, finger spelling, lip patterns and facial expressions.

Sign Supported English

Sign Supported English (SSE) is a variation of BSL. It uses BSL signs, but the structure and grammar are based on spoken English. This means the signs follow the exact order they would be spoken in.

SSE doesn't require any knowledge of BSL grammar structure, so is easier for hearing people to learn. It's often used in schools where deaf children are taught alongside hearing children.

Tactile signing

Some deafblind people prefer to use tactile signing, such as the deafblind manual alphabet and Block, where words are spelled out on the individual's hand.

Sense has more information about tactile alphabet-based communication, including the deafblind manual and Block

Makaton is used by adults and children with learning disabilities and communication problems. It uses a combination of picture symbols and hand gestures that are similar to BSL and speech.

The Makaton website has more information about the Makaton language programme and how it works

Getting help

The Ace Centre offers help and support for children who have complex physical and communication difficulties, and for their parents, carers or therapists.

The charity I CAN helps children develop speech, language and communication skills, with a special focus on children with a communication disability.

The Carers Direct helpline offers advice and support with communication issues over the phone on 0300 123 1053.

If you are deaf, deafblind, hard of hearing or have impaired speech, you can call Carers Direct using the textphone or minicom number on 0300 123 1004.

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• moscow, id (83843)
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Women, Infants and Children (WIC)

• help pay for food
• government food benefits
• nutrition education
• health education
• parenting education
• navigating the system
• benefit recipients

Next Steps:

• Must be a resident of Idaho.
• Must meet income guidelines.
• This program helps those that are pregnant, breastfeeding a baby under one year of age, just had a baby, infants or children under the age of 5.
• Must be deemed at risk for medical or nutritional problems.

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Emotions Anonymous (EA) 12-Step Program & Support Group Meetings

• understand mental health
• mental health care
• peer support
• spiritual support
• support groups
• virtual support
• anyone in need
• limited english
• all mental health
• This program was developed for adults. The recommended age is 18+. If someone younger wants to attend/participate, it is recommended that they do so with a trusted adult.
• Any with a desire to become emotionally well using the Emotions Anonymous Program of recovery can access this program.

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First Steps

• help find housing
• family planning
• safety education
• pregnancy tests
• help find healthcare
• substance abuse counseling
• womens health
• maternity care
• understand government programs
• translation & interpretation
• young adults

Mothers of Preschoolers (MOPS)

• with children

Infant Toddler Program (ITP)

• medical care
• occupational therapy
• speech therapy
• in-home support
• support network
• home visiting
• infants <1
• developmental disability
• deaf or hard of hearing
• visual impairment
• genetic disorder
• Serves children aged newborn to 3 years old.
• Must have a significant developmental delay (30% below age norm, or 6 months behind other children of the same age) in one of the following areas: cognitive; adaptive or self-help skills; communication skills; physical development; social-emotional development, OR
• A physical or medical condition that results in a developmental display (i.e. Down Syndrome, serious hearing or vision problems, cerebral palsy, cleft lip/palate, etc.).

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Head start - idaho.

• disability screening
• all disabilities
• foster youth

Counseling Services

• bereavement
• individual counseling
• active duty
• national guard
• individuals

Palouse Care Network

• sex education
• hiv treatment
• one-on-one support
• more education

Wellness Support Group

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This curated database of resources is provided by findhelp, a Public Benefit Corporation.

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Support Groups

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NAMI Connection

Nami family support group, together we care. together we share..

NAMI support groups are peer-led and offer participants an opportunity to share their experiences and gain support from other attendees.

Los Grupos de Apoyo están disponibles en Español. Por favor comuníquese con su organización NAMI estatal para obtener más información.

NAMI Connection  is a support group for people with mental health conditions. Groups meet weekly, every other week or monthly, depending on location. Many support groups are virtual and attendance is open to everyone across the country. This program is also available in Spanish, NAMI Conexión.

NAMI Family Support Group  is a support group for family members, significant others and friends of people with mental health conditions. Groups meet weekly, every other week or monthly, depending on location. Many support groups are virtual and attendance is open to everyone across the country.

Together We Care. Together We Share.  is a new campaign in partnership with Kohl’s Cares that speaks to the impact of NAMI support groups. It conveys the power of coming together in community, which can be healing as people gather to share their experiences. Our hope is that, through this campaign, we can recruit new NAMI support group facilitators within underserved communities and increase participation within those communities.

You can help us with this initiative by sharing our promotional materials with your networks and getting the word out about NAMI’s free support groups. Through  Together We Care. Together We Share.  our hope is that everyone has access to the support they need.

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NAMI HelpLine is available M-F, 10 a.m. – 10 p.m. ET. Call 800-950-6264 , text “helpline” to 62640 , or chat online. In a crisis, call or text 988 (24/7).

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January 27, 2022

Composer kevin day says he wants his music to inspire and help others.

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“When Kevin Day was a child, he could barely speak due to a speech impediment,” writes Stephen Humphries in Tuesday’s (1/25) Christian Science Monitor . “The native of Arlington, Texas … had a stutter. ‘Music was sort of my way of self-expression,’ [he says]. Now in his mid-20s, Mr. Day’s … work has already been performed at the Tanglewood Music Center … and Rachmaninov Concert Hall in Moscow…. This Thursday, he will debut a [string quartet] for the Boston-based Sheffield Chamber Players…. The young Black composer has … overcome acute challenges…. His best friend from church, Davion Moulton … was murdered in a [2015] shooting…. Mr. Day—then a freshman at Texas Christian University … sank into a depressive state. It lasted for years…. The day [he wrote] the composition ‘Breathe’ … ‘was a turning point,’ he says.… About a year later, the composer’s friends pointed out something he hadn’t even noticed. He’d completely stopped stuttering…. To date, Mr. Day’s 200-plus compositions include works for concert bands and chamber and symphony orchestras…. It’s given him a sense of urgency to create music [during] difficult times. ‘I know what it is to have to persevere. My goal is to try to help others as well.’ ”

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Living Well

Scenic city speech creates autism support group.

• Friday, May 24, 2024

Scenic City Speech announces the creation of an Autism Support Group for parents and caregivers with children on the spectrum.

“My sister has autism, so I understand first-hand the impact that it has on families,” said Ginger Vitrano, founder of Scenic City Speech. “Families with children on the spectrum can feel isolated. We hope the creation of the Scenic City Speech’s Autism Support Group will help give families and caregivers an opportunity to collaborate and share strategies in dealing with certain situations. I want families to know that they are not alone, others in our community are sharing these same experiences.”

Officials said, "Scenic City Speech opened in Cambridge Square in summer 2022. It fills a void in the Ooltewah community for pediatric speech and language therapy services, alleviating the need for patients to commute downtown to receive therapy services.

"In addition to pediatric speech and language therapy services, the practice also specializes in the treatment of children who have fluency problems, autism, auditory processing disorders, dyslexia and social skills."

Scenic City Speech invites the parents and caregivers with children on the spectrum to attend the support group. Attendees do not have to be Scenic City Speech clients. The first session will take place on Tuesday, June 11, at 7 p.m. at Scenic City Speech. The sessions are designed exclusively for parents and caregivers.

Scenic City Speech is located at 6011 Chesterton Way, Building C, Suite 201. For reference, Building C also houses Fulin's Asian Cuisine and Edward Jones. Scenic City Speech is located on the second floor in suite 201.

“Our hope is for the support group to give families an opportunity to share advice and offer encouragement,” said Ms. Vitrano.

For more information, visit sceiniccityspeech.com or call 423-903-2498.

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Biden delivers Morehouse commencement speech as some on campus express pro-Palestinian messages

ATLANTA — President Joe Biden delivered the commencement address at Morehouse College on Sunday morning, his most direct engagement with college students since the start of the Israel-Hamas war and a key opportunity for him to engage with a group of voters that data suggests is softening on him: young, Black men.

In his remarks, Biden ticked through his administration's policies that he said have aided Black Americans, including a record $16 billion in new aid for historically Black colleges and universities.

And, in a nod to the pro-Palestinian sentiment among Morehouse students and faculty, Biden reiterated his calls for an immediate cease-fire in Gaza, more humanitarian aid in the region and support for a two-state solution that would lead to the creation of a Palestinian state.

“We’ve been working on a deal as we speak. Working around the clock to lead an international effort to get more aid into Gaza, rebuild Gaza. I’m also working around the clock for more than just one cease-fire. I’m working to bring the region together. Working to build a lasting, durable peace,” he said.

As Biden spoke, roughly six students in the crowd sat turned away from him. Though Biden did not reference the action directly, his remarks touched on the “anger and frustration” felt by many Americans over the war, including by members of his own family.

“I know it breaks your heart. It breaks mine as well,” Biden said. “Leadership is about fighting through the most intractable problems. It’s about challenging anger, frustration and heartbreak. To find a solution. It’s about doing what you believe is right, even when it’s hard and lonely.”

Following the speech, Morehouse President David Thomas praised Biden for a “thought-provoking speech” he said was reflective of the president “listening.”

“You spoke to the hard issues confronting our nation and the world at this moment,” Thomas said before conferring an honorary doctorate degree onto Biden.

No significant, disruptive protests materialized, but some students and faculty members still expressed their support for Gaza during the ceremony.

Pro-Palestinian demonstrations began even before Biden took the stage Sunday morning. As graduates and faculty entered the ceremony, at least eight students and three staff members wore pro-Palestinian garb, some adorned in Palestinian flags and others wearing keffiyeh scarves.

An opening prayer by the Rev. Claybon Lea Jr. urged those in power to be “accountable for valuing human life” across the globe.

“Whether they live in Israel or Palestine, Ukraine or Russia, the Congo or Haiti, God give us men that will value life and call us to accountability. Give us men who require all of us to live the golden rule and even follow the edicts of that Palestinian Jew named Jesus,” Lea said as Biden sat inches behind him.

In the most direct call to action of the ceremony, valedictorian DeAngelo Jeremiah Fletcher concluded his remarks by calling for an immediate cease-fire in Gaza, framing his decision to speak on the conflict as a moral duty in line with the legacy of fellow Morehouse alumnus Martin Luther King Jr.

“It is important to recognize that both sides have suffered heavy casualties in the wake of Oct. 7,” Fletcher said. “From the comfort of our homes, we watch an unprecedented number of civilians mourn the loss of men, women and children while calling for a release of all hostages. For the first time in our lives, we’ve heard the global community sing one harmonious song that transcends language and culture. It is my stance as a Morehouse man named as a human being to call for an immediate and a permanent cease-fire in the Gaza Strip.”

As Biden took the stage, graduating students remained seated and silent, even as older alumni nearby cheered.

And during his remarks, faculty member Samuel Livingston held up the flag of the Democratic Republic of Congo, in an effort to bring attention to ongoing conflict in the region.

Sebastian Gordon, a graduating senior from Washington, D.C., was satisfied with Biden's remarks. “I know one concern that my class had was actions and words didn’t line up,” Gordon told NBC News. “I’m happy with his words that he said. I’m just going to continue to watch to make sure his actions line up with that.”

The protests during the commencement were largely peaceful, following instructions Thomas, the school president, gave to faculty and students across at least three meetings: The right to protest would be honored as long as they’re not disruptive.

Ahead of the commencement, Thomas told CNN that though he would not ask police to intervene should protests occur during Biden’s remarks, he would immediately bring the commencement to a halt.

“I have also made a decision that we will also not ask police to take individuals out of commencement in zip ties. If faced with the choice, I will cease the ceremonies on the spot if we were to reach that position,” Thomas said.

Even the most vocal student protesters at Morehouse predicted that protests during the commencement ceremony would likely not be disruptive, partially due to the volatility a police response would likely incite.

“I think that whatever happens on Sunday on the part of the people and the people who want to see some change is going to be peaceful,” sophomore Anwar Karim said. “I don’t see it erupting like it has at some of the other campuses, because we at HBCUs here are also just mindful of the fact of how interactions with police often go.”

White House press secretary Karine Jean-Pierre said Friday that Biden spent several days working on the speech, tapping into a brain trust of senior advisers, including some Morehouse alums, to craft his message to the 415 Black men graduating from the school.

Biden previewed the tone of his remarks during a speech Thursday to commemorate the 70th anniversary of the Supreme Court’s Brown v. Board of Education decision.

“Morehouse was founded after our nation’s Civil War to help prepare Black Americans who were formerly enslaved to enter the ministry, earn an education and usher them from slavery to freedom,” Biden said before announcing $16 billion in new investments for historically Black colleges and universities. “The founders of Morehouse understood something fundamental. Education is linked to freedom. Because to be free means to have something that no one can ever take away from you.”

Biden’s speech at Morehouse came against the backdrop of protests on college campuses nationwide over his handling over the war in Gaza, with many students and faculty members voicing opposition to the White House’s continued financial and military support for Israel. Some at Morehouse hoped Biden would speak directly to those concerns during his commencement remarks.

“I hope that we don’t get boilerplate language. I hope that we get something we haven’t heard before. I hope that his ethical, moral conscience trump any politics,” Morehouse professor Stephane Dunn said at a protest Friday.

Morehouse has also had pro-Palestinian protests on campus, though the HBCU did not see the same scale or escalation of demonstrations as some larger universities.

The school’s decision to host Biden as commencement speaker and award him an honorary doctorate degree almost immediately sparked protests among faculty and students, some continuing into the days leading up to the commencement ceremony.

“This is one big distraction on a day to celebrate the class of 2024 following Covid-19, but this is also an opportunity for students to make their voices heard during a time of increasing war and genocide in the Middle East,” Morehouse senior Calvin Bell said in reaction to Biden’s visit.

“We as students, faculty and alums who are standing on the right side of history do not stand with Biden,” Karim said. “We do not align ourselves with all of the clear and avid support that he’s had for a genocidal campaign on the part of the Israelis for the last over 200-plus days.”

Most recently, Morehouse faculty were split over the decision to award Biden an honorary doctorate degree at the ceremony. A letter circulated among staff members in protest of the decision got more that two dozen signatures in support, and the vote to award the degree passed 50-38, with roughly 12 faculty members abstaining.

The White House deployed its allies to Morehouse, both formally and informally, to assuage concerns and lower tensions over Biden’s visit.

Steve Benjamin, who heads the White House Office of Public Engagement, met with a small group of Morehouse students and faculty this month following a push from the school’s leadership for “direct engagement” from the White House.

During the meeting, some students expressed concerns about Biden overshadowing their graduation, while others implored Benjamin to ensure Biden’s speech doesn’t double as a campaign stump speech — frustrated with the idea of the commencement address being a vehicle for Biden to bolster support among Black voters.

That sentiment was shared by other Morehouse students critical of Biden’s visit.

“I don’t think it’s a coincidence that he only accepted the invitation after Trump was already in [Atlanta’s] West End, trying to make gains and failing to make gains with our students here,” Morehouse student Malik Poole said at a campus protest ahead of Biden’s visit. “And this is coming at a time where voters of color are fleeing from Biden at record pace.”

But still, Biden’s Morehouse visit came amid a concerted effort by his administration and campaign in the past week to sharpen his message to Black voters .

On Thursday, Biden met with plaintiffs and their family members from the historic Brown v. Board of Education case. The following day, he met with leaders of the Divine Nine, a group of historically Black sororities and fraternities, alongside Vice President Kamala Harris, a member of the Alpha Kappa Alpha sorority herself. During his trip to Georgia, Biden attended an event Saturday focused on engaging Black voters. And following his commencement address, Biden will close out the weekend by delivering the keynote address at the NAACP Freedom Fund dinner in Detroit, where he plans to tout his administration’s accomplishments for Black Americans.

As data suggests that Black voters — particularly young Black voters — are souring on Biden, some at Morehouse recognized the “opportunity” Biden had to make his case to members of that voting bloc during his address.

“If you want ... these students to vote in the fall for you, you have to give them something that shows that you are hearing them,” Dunn said. “That you are trying to do something we haven’t heard about. This is the opportunity.”

Nnamdi Egwuonwu is a 2024 NBC News campaign embed.

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At a Trump Rally in the Bronx, Chants of ‘Build the Wall’

Speaking to a more diverse crowd than his events usually draw, Donald Trump made a series of pledges to New Yorkers and railed against President Biden and the migrant crisis.

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By Michael Gold

• Published May 23, 2024 Updated May 24, 2024, 5:33 a.m. ET

Miles from the rather somber Manhattan courtroom where he has spent much of the past five weeks as a criminal defendant, former President Donald J. Trump on Thursday stood at a park in the Bronx, surveyed the crowd and acknowledged he had been concerned over how he might be greeted at his first rally in New York State in eight years, and his first ever in the borough.

In front of him was a more diverse crowd than is typical of his rallies, with many Black and Hispanic voters sporting bright red “Make America Great Again” hats and other Trump-themed apparel ordinarily scarce in deep-blue New York City. Still more people stood outside, waiting to get past security.

“I woke up, I said, ‘I wonder, will it be hostile or will it be friendly?’” Mr. Trump said. “It was beyond friendly. It was a love fest.”

As is often the case during Mr. Trump's speeches, the truth was a bit more complex. As he spoke, more than 100 protesters demonstrated outside the fenced-off area of Crotona Park where he had staged the rally. A wave of elected officials denounced his visit to the city. And his insistence that he would carry New York in November — though perhaps not as laughable as it once might have sounded, judging from at least one recent poll — conveniently disregarded the thumping he took in the state in the 2016 and 2020 elections.

But as heated arguments took place outside his rally, Mr. Trump, who veered occasionally into lengthy New York-focused reminiscences that were lost on his supporters, seemed to relish the chance to appear in his hometown, seize media attention and know that New Yorkers would hear what he had to say, like it or not, one way or the other.

Throughout the rally, Mr. Trump, one of New York’s most famous native sons, who formally made Florida his home in 2019, embraced the chance to demonstrate his support in the city he left behind — and which he swore he still loved, even as he decried it as descending into chaos.

“New York was where you came to make it big. You want to make it big, you had to be in New York,” he said. “But sadly, this is now a city in decline.”

His remarks largely followed familiar patterns as he railed against the Biden administration and made explicit overtures to Black and Latino voters. He lamented the surge of migrants across the southern border and criticized President Biden’s economic policies as disproportionately hurting people of color, whose support he is eager to win from Democrats.

“African Americans are getting slaughtered. Hispanic Americans are getting slaughtered,” he said.

He also insisted that the migrant influx, which has prompted a crisis in New York, was disproportionately hurting “our Black population and our Hispanic population, who are losing their jobs, losing their housing, losing everything they can lose.”

Mr. Trump’s screeds against those crossing the border illegally and his vow to conduct the “largest deportation operation” in U.S. history — both staples of his campaign rallies — were met with cheers.

Unprompted, many in the crowd responded by chanting “Build the wall,” a reference to Mr. Trump’s effort during his presidency to build a wall on the southern border, and then, later, “Send them back.”

They did not appear to object to his broad assertion, which has no evidence, that those coming across the border were mentally ill criminals mounting an invasion of the United States.

“They want to get us from within,” Mr. Trump said. “I think they’re building an army.”

The approving reception for such anti-immigrant messaging was particularly striking in New York, a sanctuary city that has over decades built a reputation as a beacon for immigrants.

Some in the crowd said they were immigrants but were quick to clarify that they had crossed the border legally and that they disapproved of those who did not.

“I understand this country is built up of immigrants,” said Indiana Mitchell, 47, who said she was from the Dominican Republic. “But I came to this country in the right way. I didn’t come in through the backyard, I came in through the front door.”

Mr. Trump often discusses how the migrant crisis is playing out in New York during rallies in battleground states, where it remains a more abstract idea to many of his supporters.

But people at his Bronx rally said they had directly seen the impact on their neighborhoods of the surge of migrants, which has strained the municipal budget as the city provides housing and other social services.

Rafael Brito, a Queens resident who said he had come to the United States from the Dominican Republic, said he thought the migrant crisis had exacerbated crime and made it more difficult for his neighbors to get services they needed.

“The whole neighborhood has changed,” Mr. Brito, 51, said.

Outside the rally, those protesting said they had felt compelled to come to the park to make their voices heard in opposition to Mr. Trump’s views.

Melvin Howard, 65, a machinist who lives near Crotona Park, said he wanted to make clear his disapproval of the rally being held in his neighborhood and the views of the people attending it.

“These people shouldn’t be here in the South Bronx,” he said, pointing to a large number of white people in the crowd in a borough where the white population is less than 10 percent. “They are here to steal our Black votes. I don’t recognize any of them.”

As the protesters were demonstrating, the atmosphere became momentarily charged, with Trump supporters and anti-Trump protesters screaming obscenities at one another from across the street. The New York Police Department began separating both sides, lining the streets with metal barricades.

The Bronx remains one of the most Democratic counties in the country. President Biden won the borough by 68 percent in 2020, though Mr. Trump improved on his performance in 2016, when he lost by 79 percentage points.

But Mr. Trump brushed off those past results. “Don’t assume it doesn’t matter just because you live in a blue city,” he said. “You live in a blue city, but it’s going red very very quickly.”

Mr. Trump’s outing in the city where he spent most of his life seemed to elicit more reflectiveness than is characteristic of his stump speeches in battleground states.

He spent considerable time celebrating his history with New York, recounting his refurbishing an ice-skating rink in Central Park and his stewardship of a public golf course in the Bronx.

And he salted his speech with life lessons.

He expressed his admiration, at some length, for his father, a real-estate developer who Mr. Trump said loved to work and did so relentlessly, including on Sundays, and for the home builder William Levitt, who built Levittowns on Long Island and in other states. But Mr. Trump observed that Mr. Levitt had exited his business too early and was unable to make a comeback when he wanted to years later.

The reason, Mr. Trump said, was that he had squandered his momentum.

“You have to always keep moving forward,” Mr. Trump said. “And when it’s your time, you have to know it’s your time.”

Jeffery C. Mays contributed reporting.

Michael Gold is a political correspondent for The Times covering the campaigns of Donald J. Trump and other candidates in the 2024 presidential elections. More about Michael Gold

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Presidential Race: News and Analysis

President Biden’s campaign released a new advertisement aimed at Black voters . It comes as Donald Trump railed against Biden and the migrant crisis at a rally in the Bronx , the latest in a series of stops campaigning in New York City  in a push to win his home state.

Trump has baselessly and publicly cast doubt about the fairness  of the 2024 election about once a day, on average, a significant escalation since he announced his candidacy for president.

A state dinner held in honor of Kenya, with Barack Obama as a surprise guest , was more about keeping Democratic allies close as campaign season intensifies. Here is the full guest list .

Trump praised Nikki Haley , once his bitter rival for the Republican nomination, a day after she said that she would vote for him , opening the door to bringing Haley into his circle.

Special Legislative Session:  Gov. Mike DeWine of Ohio has called a special session to resolve an issue  that would prevent Biden from being placed on the November ballot there.

Protest Zone Clash:  The Republican National Committee, alarmed by what it sees as a significantly worsening security threat, asked that the director of the Secret Service intervene  and move a designated protest zone farther away at an upcoming convention.

A.I.’s Role:  The era of A.I. has officially arrived on the campaign trail. But so far, the political uses of the much-anticipated, and feared, technology are more theoretical than transformational .

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Trump receives NRA endorsement as he vows to protect gun rights

Former President Donald Trump speaks during the National Rifle Association Convention, Saturday, May 18, 2024, in Dallas. (AP Photo/LM Otero)

Former President Donald Trump gestures as he is applauded before speaking at the National Rifle Association Convention, Saturday, May 18, 2024, in Dallas. (AP Photo/LM Otero)

Supporters cheer for former President Donald Trump before he speaks at the National Rifle Association Convention, Saturday, May 18, 2024, in Dallas. (AP Photo/LM Otero)

Former President Donald Trump stands on stage before speaking during the National Rifle Association Convention, Saturday, May 18, 2024, in Dallas. (AP Photo/LM Otero)

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DALLAS (AP) — Former President Donald Trump urged gun owners to vote in the 2024 election as he addressed thousands of members of the National Rifle Association, which officially endorsed him just before Trump took the stage at their annual meeting in Texas on Saturday.

“We’ve got to get gun owners to vote,” Trump said. “I think you’re a rebellious bunch. But let’s be rebellious and vote this time.”

Trump, in his speech, said the Second Amendment “is very much on the ballot” in November, alleging that, if Democratic President Joe Biden “gets four more years they are coming for your guns, 100% certain. Crooked Joe has a 40-year-record of trying to rip firearms out of the hands of law-abiding citizens.”

The Biden administration has taken a number of steps to try to combat gun violence , including a new rule that aims to close a loophole that has allowed tens of thousands of guns to be sold every year by unlicensed dealers who do not perform background checks.

Trump has pledged to continue to defend the Second Amendment, which he claims is “under siege,” and has called himself “the best friend gun owners have ever had in the White House” as the United States faces record numbers of deaths due to mass shootings. Last year ended with 42 mass killings and 217 deaths, making it one of the deadliest years on record .

The presumptive Republican presidential nominee has been criticized by Biden, specifically for remarks that Trump made this year after a school shooting in Iowa . Trump called the incident “very terrible” only to later say that “we have to get over it. We have to move forward.”

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Trump, during his speech, also laced into independent presidential candidate Robert F. Kennedy Jr. , calling him “radical left” and “a disaster,” and noting that Kennedy had once called the NRA a ”terror group .”

“Don’t think about it. Don’t waste your vote,” he said. “He calls you a terrorist group, and I call you the backbone of America.” (Kennedy later said in a Fox News interview that he didn’t remember his 2018 tweet. “I don’t consider them a terror group, and I support the Second Amendment,” he said.)

Trump noted he will be speaking next week at the Libertarian Party’s convention and said he will urge its members to vote for him.

“We have to join with them,” he said. “We have to get that 3% because we can’t take a chance on Joe Biden winning.”

Earlier Saturday, Trump’s campaign and the Republican National Committee announced the creation of a new “Gun Owners for Trump” coalition that includes gun rights activists and those who work in the firearms industry.

Biden has made curtailing gun violence a major part of his administration and reelection campaign, creating the White House Office of Gun Violence Prevention overseen by Vice President Kamala Harris. Biden also has urged Congress to ban so-called assault weapons — something Democrats shied from even just a few years ago.

“Tonight, Donald Trump confirmed that he will do exactly what the NRA tells him to do — even if it means more death, more shootings, and more suffering,” said Biden spokesman Ammar Moussa.

When Trump was president, there were moments when he pledged to strengthen gun laws. After a high school mass shooting in Parkland, Florida, that killed 17 people and wounded 17 others, Trump told survivors and family members that he would be “very strong on background checks.” He claimed he would stand up to the NRA but later he backpedaled, saying there was “not much political support.”

On Saturday, Trump also brought up the criminal cases against him as his hush money trial heads into the final stretch next week and accused Democrats of being behind these cases because he is Biden’s opponent.

“Never forget our enemies want to take away my freedom because I will never let them take away your freedom,” he said.

Trump criticized Biden’s border policies, repeating his pledge that he will order the largest domestic deportation operation. He spoke about abortion and warned Republicans not to be so extreme on abortion to remain electable.

“In my opinion, Republicans have not been talking about it intelligently. They haven’t been talking about it with knowledge,” he said. “Remember, speak from your heart. But you also have to get elected again.”

Associated Press writer Jill Colvin in New York contributed to this report. Follow the AP’s coverage of the 2024 election at https://apnews.com/hub/election-2024 .