Baby was recently evaluated for a speech delay and as a result was referred for further, more in-depth evaluation and possibly services to help her speech along. Despite this, Baby does not actually have a speech delay and I don’t think she is at risk for one. So what’s the deal?
You may recall that Baby is growing up bilingual. My husband has spoken his native language of Swedish almost exclusively to her since she turned 18 months old four months ago today. She had some difficulties when Husband abruptly started with the Swedish (at my vociferous behest), feeling uncertain in a world where people can suddenly become incomprehensible. But now she understands everything said to her in either language, and has said one or two things in Swedish, and chatters on in an English-jibberjabber hybrid all day long.
Baby started speaking at nine months and at this point has said perhaps 150 or more words in context, most of them nouns. In daily rotation I’m sure she says around 50 and has, a handful of times, put two words together (“Mama’s book”, “yummy snack”), and on two occasions, three (“my stroller no” when some other kid was playing with her stroller, and “woof woof daddo wah wah” meaning Daddy gave the doggies some water.) She has a few verbs, mostly commands (sit, come, open) and a few adjectives (yummy, hot, wet). Baby knows several letters on sight and can sort of identify if there are two of something. Frequently she says things that strike us as astoundingly insightful, as when she described a bee as “bug airplane” meaning, I believe, “that bug is flying.” We think she is doing great with her speech. But mostly her speech is composed of nouns commenting on her needs and the world around her (snack, book, spoon, etc.)
So why the speech evaluation and the referral to services? Well, as I mentioned we have the bilingual thing going on, and we are soon to go for a rather long trip in toddler-time to Sweden, so I wanted some advice on how to maximize her learning of Swedish (and English for that matter). Though I do have a graduate degree in linguistics, the focus was not on the bilingual education of small children, so while I know some research findings (e.g. it’s best for a child to associate one language with each parent), I had some questions.
So last week I contacted an organization that mainly focuses on evaluating children with developmental delays, but also has a bilingual specialist you can talk to for free. Before I could speak with her, however, they did a routine screening on Baby. They asked questions about her problem-solving ability (“If she can’t reach something on a counter, will she try to find a way to get to it?”) her social skills, gross and fine motor skills (“Can she feed herself with a spoon?), and of course, her communication. I assumed they would be completely impressed, as I am, with her speaking, but, well, not so much. They suggested a home visit for further evaluation, and yesterday the bilingual specialist and another evaluator came and asked me more questions. “Does she use-ing verbs?” “Will she repeat two-word phrases if you ask her to?” Well, no.
Of course, it turns out they were evaluating her against the 24-month rubric, as, once the Babies Can’t Wait people get around to evaluating her, she would be that age then. And bilingual children do typically lag behind, in the early years, in speech production, while they try to sort everything out. And Baby scored exactly on the cut-off for being delayed on the 24-month rubric. So doesn’t this mean, ahem, that she’s actually doing remarkably well? Hm? That wasn’t explained to my satisfaction.
I did get some good information about how to capitalize on going to Sweden (encourage everyone to speak only to Swedish with her, and if they speak English, to direct it only to me). We are also mixing the languages too much, apparently: my husband using familiar English words in Swedish sentences sometimes (e.g. “Var är din potty?”) and me doing my own wildly-inaccurate and fancifully-accented Swedish renditions composed partly of sentences memorized from Baby’s board books in Swedish (my pride requires me to note that this approach did convince one person with a Swedish-speaking mother to mistake me for a Swede at the park the other day!). Apparently I am also doing it “wrong” even when I speak just English to Baby: my sentences are too complex (“Roll the ball to Mommy!” instead of “Roll ball!”) and we should ask Baby to tell us verbally what things are called (body parts, pictures in books, things in a room) instead of asking her to point to them. Okay, I can take these tips. (I refuse to do some of the others, like not responding to her needs if she doesn’t verbalize them. What, do they want her to become frustrated? She’s just a baby!)
Now I wish I’d never made the call in the first place, or once having called, allowed them to do the home visit, but I guess it really doesn’t hurt anything for Baby to do fun activities with nice people (for free) to help her speech develop, even if these people do incorrectly believe my child to be less than amazingly outstanding in every way. And perhaps I shouldn’t be surprised they found a “delay”: as my friend Claudia’s husband said about their own children’s speech evaluation results, when you go into a shoe store, you should expect to be sold shoes.