Challenges Faced by Bilingual Children with Speech Delay and Selective Mutism: Insights and Recommendations

The paper has summarized three articles that highlight the issues faced by bilingual children and provided recommendations for interventions to reduce these challenges.

Running head: PSYCHOLOGY
PSYCHOLOGY
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Abstract
Speech delay is identified a development is a trend whereby child experience critical limitations
in successfully articulating the language verbally. Such as vocabulary speech might be highly
indistinct along with the stage of speech progress that is lower in comparison to children of his
age. These situations however pose challenges for bilingual children to successfully
communicate as well as adjust to the people around him. Furthermore, Selective mutism is
identified to be more widespread in comparison to the original considerations and distresses
immigrant language children at about three times more than the rate of monolingual children. As
a result children who have developmental language along with expression of problems and
bilingual children who are silent due to nervousness or anxiety related to the accents and
restricted confidence can experience from selective mutism. The paper has offered inclusive
insights of three articles based on challenges faced by bilingual children due to speech delay and
suffering ASD and selective mutism. Further to this, the paper has provided recommendations of
techniques and interventions through which these children can reduce issues and challenges of
speech delay or any forms of speech disorder.

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Introduction
One of the developing children’s ability at the age of Kindergarten is the capability of
speaking as the mastery of language is highly integrated to the cognitive abilities of children. The
capability of speaking as primary means of communication is a vital tool in the child’s life.
According to Snowling et al. (2016), language is recognized as primary means of communication
that is a tool for successfully articulating emotions, thoughts to others and further contributes to
the imagination as well as emotional level of a child. In recent times, several parents who intends
to communicate with children by using two languages such as Chinese and English in the United
States (Kehoe, 2018). Furthermore, parents tend to think other than Chinese language; children
are trained at the earliest stage in English so that these bilingual children do not encounter any
challenges in the future days. It is expected by Paradis et al. (2018) that obtaining a second
language is significantly distinct process in comparison of developing a second knowledge. The
sequentially bilingual child tends to draw on ideas from their first language and further create
individualistic pace depending on the character of each child, discrete social as well as cultural
situations along with driving force (Snowling et al., 2016). The following paper will summarize
three particular articles based on critical challenges of speech delay faced by bilingual children.
The paper emphasizes that as language is usually obtained in effortless manner, it strengthens
learning ability of every child to successfully interact with others and to set up associations.
Discussion
General Introduction
Studies of Kehoe (2018) have stated that a child is chiefly considered to have speech
delay if his or her process of speech development is significantly below the standards for

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children of the same age. A child encountering speech delay constitutes speech development that
is typical of normally developing child of a younger chronologic age. According to Snowling et
al. (2016), these factors signify that the speech delayed child’s abilities are obtained in a normal
sequence further attaining speech objectives and goals at a later date. Language is regarded as the
ability to comprehend and utilize spoken as well as written words and sentences. Children are
observed to have language impairments or speech delay when their capability to comprehend or
act receptive or employ expressive language falls below age expectations. Leacox, Meza &
Gregersen (2016) have stated that infants tend to exhibit constrained use of communicative
behavioral patterns such as acquiring attention, indicating at objects and further requesting
something while toddlers may respond slowly to comprehend words or phrases spoken by
parents or caregivers. Furthermore, older children may face challenges to respond to one
particular aspect of language such as vocabulary, grammatical markers and appropriate sentence
construction or further illustrate more generalized difficulties (Kehoe, 2018).
Research Methods
The article has conducted a triangulation method by providing an interdisciplinary case
study of Marco who has been observed to face speech delay challenge since he moved to the
United States. Leacox, Meza & Gregersen (2016) further accentuated on Marco’s medical record
that revealed certain speech disorders as showed incompetence in using verbal communication
despite of possessing sufficient auditory comprehension skills. Through the comprehensive case
analysis, Leacox, Meza & Gregersen (2016) have successfully highlighted the use of PODD
(Pragmatic Organization Dynamic Display) for bilingual children like Marco to interact in the
classroom with proper guidance from specialized education para-educator. However, through
mixed methodology, Leacox, Meza & Gregersen (2016) have focused on illustrating and

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outcomes of PP interventions related to music, laughter and pet-assistance therapies.
Furthermore, Leacox, Meza & Gregersen (2016) have conducted cross-disciplinary
collaboration to highlight the considerable benefits which have emerged from collaboration by
analyzing parents’ questionnaire and case study which revealed that pet-assistance therapy
facilitated considerable advantages which may be because of elevated rate of intensity in relation
to music and laughter therapy.
General Discussion
Leacox, Meza & Gregersen (2016) in their article, ‘When Language Anxiety and
Selective Mutism Meet in the Bilingual Child: Interventions from Positive Psychology’ stated
that children who have developmental language and articulation issues tend to keep silent
because of anxiety or challenges related to pronunciation or speech delay can suffer from
Selective Mutism (SM). The article has emphasized that SM has been manifested by persistent
incompetence to speak in certain families. Children living in such conditions though possess the
competence to speak but tend to remain silent intentionally amongst certain individuals or while
interacting in specific contexts (Leacox, Meza & Gregersen (2016). The study of Leacox has
drawn relevance from the field of applied linguistics as well as speech pathology. Furthermore,
taking into consideration certain aspects of inverse relationships observed in applied linguistics
of apprehension along with former studies which illustrate the potential stimulating effects of
positive psychology interventions on lowering anxiety rate and increasing welfare. Thus Leacox,
Meza & Gregersen (2016) aim to respond to the assumptions of the involvement of pet, music as
well as laughter therapies into speech pathology treatment which aids bilingual children suffering
from speech delay and further provide bilingual children with courage and flexibility to speak in
situations where they tend to remain silent.

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Major findings of the Paper
Leacox, Meza & Gregersen (2016) have found similarities between the inverse relations
which applied linguistics have observed between language anxiety and willingness to
communicate which frequently contributes as the means for bilingual children’s speech delay
and SM. In addition to this, self-confident psychologists have proposed interventions which are
aimed to raise child’s welfare as well as self-esteem. Leacox, Meza & Gregersen (2016) through
inclusive triangulation method have concluded that three vital interventions serve as vital clinical
tools underutilized by certain speech language pathologists as these therapeutic approaches are
not characteristically positioned within the dimension as well as practice of that discipline.
General Introduction
Steffenburg et al. (2018) in their article have noted that communication patterns in SM
tend to vary from speech delay in majority situations to speech deficiency in certain situational
contexts. Furthermore, the universal situations for the emergence of SM symptoms appear in
kindergarten where early childhood educators are the individuals that the child has the least
propensity to interact. Steffenburg et al. (2018) have observed the arrival of SM symptoms has
primarily been identified from age 2.5 to 4 years. Significantly, the symptoms cannot be
distinguished until the child begins his or her primary schooling which must further be justified
by the heightened social demand along with raised demands for activities forming the SM
symptoms to be more evident (Kehoe, 2018). Furthermore, long interval between SM symptom
inceptions along with the exposure of speech delay that is probably being clarified by the fact
that children tend to speak without any issue in the home setting.
Research Methods
The paper has been based on retrospective study, in which Steffenburg et al. (2018) have

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aimed to evaluate the incidence of ASD (Autism Spectrum Disorder) in a considerably large
clinical sample of bilingual children with SM who were regarded to a center concentrating in the
evaluation of neurodevelopmental disorders (Steffenburg et al., 2018). The research has been
conducted by a team involving child psychiatrist along with a clinical psychologist at Child
Neuropsychiatry Clinic (CNC) at Gothenburg constituting high experience in the domain of SM
as well as ASD along with diagnostic improvements (Snowling et al., 2016). Furthermore, in-
depth interview has been conducted of at least one parent covering language development and
incidence of SM symptoms. The clinical assessment procedure involved mechanisms frequently
employed in the field of clinical practice related to parent/teacher questionnaires. In addition to
this, authors have used descriptive analysis in order extract information on the process and
spectrum disorder for recurrent variables (Snowling et al., 2016).
Results of the Study
At this juncture, Steffenburg et al. (2018) have found that the mean age of incidence of
speech delay symptoms chiefly arise from the age of 4.5 years further ranging from 1 to 16 years
of age. However, only 4 cases have been reported to initiate from the age 2-4 years or when the
child shifted the preschool group specifically from a smaller to a more significant group or at the
beginning of school. In addition to this, authors have identified a lower cognitive performance in
SM as well as ASD in comparison to SD without factors of ASD.
General Discussion
Through the conventional study, Steffenburg et al. (2018) have identified SM and ASD
as highly homogenous and certainly collectively exclusive. At this juncture, Steffenburg et al.
(2018) have argued regarding the findings of the study which efficiently seek for specific
indicators of speech delay in bilingual children suffering from autism in cases of SM and further

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to consider the potential concerning that indicators of SM might not have the propensity to be
exceedingly rare in autism. In addition to this, authors have identified the mean age of speech
delay symptoms which has its occurrence around 3.5 years of age in children without ASD
symptoms and around 1.5 years in children suffering from ASD. However, Steffenburg et al.
(2018) through the paper have stated that speech disorder or delay in young children without
ASD has been dependable on former investigation where an incidence of speech delay between 2
and 5 years of age has been observed. Early incidence of speech delay however does not have the
potential to advance directly to early investigation of speech delay in bilingual children.
Furthermore, the mean age for speech age or SM analysis occur around 3 years following SM
indication onset and approximately 5 years later for the combined factors of SM and ASD
(Steffenburg et al., 2018). These factors however entail a lack of several years of research and
diagnosis which serve crucial role in a developmental stage of bilingual child’s social as well as
communication process.
Major findings of the Paper
Steffenburg et al. (2018) through the conventional study of ASD and SM in bilingual
children have observed an uneven percentage of boy and girl in which more girls are found to be
presenting the issues of speech delay in comparison to boys. Consequently, in relation with other
factors concerning neurodevelopmental disorders, such an elevated rate of frequency of SM in
bilingual girl children is seen to be highly crucial. Major findings of the study rely on the factors
of exposure to diverse range of languages which has led children at early stage encounter critical
impediments in speaking any specific language thus resulting to speech delay (Steffenburg et al.,
2018).
General Introduction

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Drawing relevance to other psychological researchers noted that parents of children
detected with ASD might be exposed to wide range of challenges (Leacox, Meza & Gregersen,
2016). Paradis et al. (2018) have posited that as challenges with language as well as
communication can be drawn in realm of ASD which further elevates concerns regarding
bilingualism for young children suffering from ASD. Thus, for children suffering from
neurodevelopmental disorders such as ASD, communication and intimacy with parents act
decisively in the case of speech delay rather than neurotypical associates as parents act as
companions as well as caregivers even when children attain the age of adolescence (Paradis et
al., 2018).
Research Methods
Paradis et al. (2018) have conducted a triangulation method to evaluate the language
competencies along with certain home language learning settings of bilingual children with ASD
along with bilingual children with typical setting both from newcomer families. In addition to
this, parents have been offered a questionnaire usually a mother, in which parents have been
posed questions regarding their children’s capability in heritage language and regarding their
early language development. Paradis et al. (2018) in order to compare children’s abilities in
English language have analyzed the scores on the Peabody Picture Vocabulary Test that is a test
which estimates number of words they are aware of in English.
General Discussion
Paradis et al. (2018) through their study have revealed that children suffering from ASD
had received statistically lower scores for vocabulary ideas along with knowledge of shorter
sentences rather than TD children. Furthermore, in relation to heritage language, authors have
assessed parent report based on the children’s early language progress along with existing

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competencies of heritage language.
Conclusion
On a concluding note, bilingual children with ASD typically struggle to preserve the
heritage language due to their early susceptibility towards English language and insignificant
amount of usage of heritage language at home. Thus, the elevated level of risk of losing the
significance of heritage language is not due to children with ASD is incompetent of bilingualism,
but depends of the lack of opportunities they get to develop bilingualism. Nevertheless,
considering the primary apprehension children with SM may comprise, the resources on ASD
may be integrated as element of the interdisciplinary sets of approach that is suggested for
examination condition. Furthermore, the research outcomes revealed from the article “Children
with autism spectrum disorders and selective mutism” not only superimposition between SM and
ASD but also focused on intellectual disability (ID).

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References
Kehoe, M. (2018). The development of rhotics: a comparison of monolingual and bilingual
children. Bilingualism: Language and Cognition, 21(4), 710-731.
Leacox, L., Meza, M. V., & Gregersen, T. S. (2016). When Language Anxiety and Selective
Mutism Meet in the Bilingual Child: Interventions from Positive Psychology. Theory and
Practice of Second Language Acquisition, 2(2).
Paradis, J., Govindarajan, K., Hernandez, K., Schools, E. P., & Schools, E. C. (2018). Bilingual
Development in Children with Autism Spectrum Disorder from Newcomer Families.
Snowling, M. J., Duff, F. J., Nash, H. M., & Hulme, C. (2016). Language profiles and literacy
outcomes of children with resolving, emerging, or persisting language
impairments. Journal of Child Psychology and Psychiatry, 57(12), 1360-1369.
Steffenburg, H., Steffenburg, S., Gillberg, C., & Billstedt, E. (2018). Children with autism
spectrum disorders and selective mutism. Neuropsychiatric disease and treatment, 14,
1163.