SERVICES PAGE | LITTLE STAR SPEECH THERAPY

OUR SERVICES......

Anchor 1 speech sounds

ASSESSMENT AND TREATMENT:
Little Star Speech Therapy offers comprehensive assessment and therapy services for a wide range of communication disorders. Appointments are available either in-person at our clinic or conveniently via Telehealth.
To learn more about specific speech or language concerns and the evidence-based treatments we provide, please click on the relevant icon.

Children often make speech errors as they are developing new words and sound patterns. These are a typical part of early speech and language development and usually resolve naturally over time. However, when these errors persist beyond the expected developmental age range, they may indicate a speech sound disorder. These disorders include difficulties with articulation (producing individual sounds correctly) and phonological processes (using typical sound patterns).

If left untreated, speech sound disorders can impact a child’s intelligibility, confidence, social relationships, and academic skills—particularly in reading and spelling.

Characteristics of Speech Sound Disorders:

Phonological Delay/Disorder:

Difficulty understanding or applying the rules of speech sound patterns.
May substitute sounds made in one area of the mouth with others (e.g., “k” and “g” sounds replaced with “t” and “d”).
- Example: “cat” → “tat”, “goose” → “doose”
Can involve multiple sound errors that reduce overall speech clarity.

Articulation Delay/Disorder:

Difficulty producing specific sounds due to incorrect placement or movement of the articulators (lips, tongue, etc.).
May include:
- Substitutions (e.g., “red” → “wed”)
- Omissions (e.g., “brush” → “bush”)
- Distortions (e.g., “shoe” → “soe”)
If these errors continue past a developmental milestone, the child may be diagnosed with an articulation disorder.

What can be done?

Speech Sound Assessment:
A thorough speech sound assessment is conducted by a qualified speech-language pathologist. It typically includes:

A detailed case history
An oral-motor exam
A standardized articulation and phonology assessment
A conversational speech sample
Informal observations of intelligibility and sound use

The session usually takes about one hour. A written report is provided with diagnostic impressions and individualized treatment recommendations.

Speech Sound Treatment:

Weekly one-on-one therapy is typically recommended.
Goals are selected based on the child’s age, stimulability, and needs identified through assessment and parent input.
Therapy focuses on:
- Teaching correct sound production
- Practicing target sounds in isolation, syllables, words, phrases, and connected speech
- Teaching sound pattern rules (for phonological delays)
Home practice tasks are provided after each session to reinforce skill development and support generalisation to everyday speech.

Anchor 2 language

A language disorder refers to difficulties with understanding (receptive language) and/or using (expressive language) spoken or written language. This impairment affects a person’s ability to effectively communicate and can impact social interaction, academic performance, and overall quality of life. It is important to distinguish language disorders from hearing impairments or speech sound disorders; children with language disorders typically have normal hearing and speech production but struggle with processing or producing language.

Language disorders can be developmental or acquired (due to brain injury, stroke, or neurological conditions), and may co-occur with other neurodevelopmental conditions such as autism spectrum disorder, ADHD, or intellectual disabilities. If untreated, language difficulties can lead to long-term challenges in literacy, learning, social relationships, and emotional well-being.

Characteristics of language problems:

Receptive language:
Difficulties with understanding and processing spoken or written language, including:

Limited vocabulary knowledge and difficulty learning new words
Challenges following multi-step directions (e.g., “Pick up the ball, put it in the basket, and bring it to me”)
Difficulty grasping the meaning of conversations or instructions
Impaired reading comprehension and difficulty making sense of text

Expressive language:
Difficulties with verbal and written language expression, such as:

Limited vocabulary usage and difficulty recalling words (word-finding difficulties)
Errors in grammar and sentence structure
Difficulty formulating coherent sentences or narratives
Challenges with more complex language functions, including explaining ideas or telling stories
Writing difficulties, including organizing thoughts and spelling

Mixed receptive-expressive language:
Challenges affecting both understanding and use of language, often including:

Delayed vocabulary development and limited expression
Difficulty comprehending and following directions as well as giving instructions
Trouble understanding and using abstract concepts (e.g., spatial concepts like left/right, temporal concepts like first/last)
Problems with grammatical rules and sentence construction
Reading and writing difficulties, impacting academic achievement

What can be done?

Language Assessment:
A comprehensive language assessment is conducted by a qualified speech-language pathologist. This involves gathering detailed case history, administering standardized language tests that measure receptive, expressive, and overall language skills, and observing communication in natural settings. These assessments yield scores that are compared to age-based norms to identify the presence and severity of language impairment. The evaluation typically lasts between one and one-and-a-half hours. Results guide tailored recommendations for intervention and support.

Language Treatment:

Receptive language:
Weekly therapy sessions are recommended to target specific areas of difficulty identified through assessment and parental input. Treatment goals focus on improving vocabulary comprehension, following directions, and understanding concepts. Each session may address 3-4 goals, with progress carefully monitored. Once the child consistently achieves 90% accuracy on a goal, new targets are introduced. Home-based activities and strategies are provided to reinforce learning between sessions.
Expressive language:
Similarly, weekly sessions focus on expanding vocabulary use, improving grammar, and enhancing sentence formulation. Treatment targets are individualized based on assessment results and family feedback. Progress is tracked throughout therapy, and parents receive practical exercises to practice at home, supporting generalization of skills.

Anchor 3 Stuttering

Stuttering is a natural variation in speech fluency characterized by disruptions in the flow and rhythm of spoken language. It most commonly begins during the preschool years, typically between ages 2 and 5, though the onset can be gradual or sudden. For some children, stuttering may emerge following a period of rapid speech or language development. While the exact causes of stuttering are not fully understood, research points to a combination of genetic, neurological, and environmental influences. Stuttering often runs in families, highlighting a hereditary component. Statistically, stuttering affects more males than females, with males being three to four times more likely to stutter.

From a neurodiverse standpoint, stuttering is viewed as a natural difference in speech processing and motor coordination, rather than a disorder to be “fixed.” While some individuals may seek support to improve their fluency or communication effectiveness, the goal is to empower them to communicate confidently and authentically in ways that feel comfortable to them.

It is important to recognize that stuttering is not a psychological issue nor caused by anxiety, though feelings of anxiety or social discomfort may arise as a response to stuttering experiences. If stuttering is not addressed in ways that respect the individual’s experience, it can sometimes lead to social challenges such as anxiety, reduced self-esteem, or avoidance of speaking situations, which may impact participation and inclusion.

Characteristics of stuttering:

Repetitions: Repeating sounds (e.g., a-a-a-and), syllables (e.g., um-um-umbrella), or whole words (e.g., can can can)
Prolongations: Extending a sound longer than usual (e.g., mmmmummy, sssssschool)
Blocks: Temporary difficulty producing sounds, where speech appears “stuck” (e.g., a^and)
Secondary behaviours: Physical movements such as eye blinking, facial tension, or nasal flaring that may accompany stuttering
Fillers: Inserting extra words or sounds (e.g., um-a-um-um-um-I-um-want to go…) to help ease speech

What can be done?

Stuttering Assessment:

A comprehensive, respectful assessment by a qualified speech-language pathologist is essential to understand the individual’s unique speech patterns, communication goals, and personal experiences. Assessments typically last about one hour and include gathering detailed case history, conversational speech samples, and measurement of stuttering frequency and severity using standardised tools. The clinician collaborates with the individual and family to develop a tailored, person-centred plan that values communication diversity.

Stuttering Treatment:

Early support can be beneficial for those who wish to enhance their communication fluency and confidence. Importantly, treatment approaches are flexible and focus on supporting the individual’s communication preferences and strengths.

The Lidcombe Program is an evidence-based, parent-delivered behavioural approach designed for young children (ages 3 to 6) who stutter. It uses positive reinforcement to encourage fluent speech in a supportive environment. This program can be adapted for school-age children.
Speech prolongation techniques (fluency shaping) teach strategies to slow speech and improve motor control for older children and adults who choose to pursue fluency goals.
Treatment sessions typically last 45 minutes to one hour on a weekly basis, continuing until fluency goals are met. Maintenance visits support sustained progress and ensure the individual’s needs continue to be met.

Above all, our approach respects stuttering as a part of neurodiversity, emphasizing acceptance, self-advocacy, and empowering each individual to communicate in ways that best suit them.

Anchor 4 social communication

Social communication refers to how individuals share ideas, emotions, and intentions through verbal and non-verbal interactions. This includes using and interpreting language, facial expressions, gestures, tone of voice, personal space, and body language. Social connection is not one-size-fits-all—neurodivergent individuals, such as those with Autism Spectrum Disorder (ASD), ADHD, or Social Communication Differences, may naturally communicate in ways that differ from neurotypical norms.

At Little Star, we recognise that social communication differences are not deficits but variations in how individuals connect, process, and respond to the world. However, some children may benefit from explicit teaching and support to navigate social environments—especially when communication differences affect confidence, friendships, learning, or day-to-day interactions.

Our goal is not to “fix” children, but to empower them with tools, strategies, and self-awareness to help them participate authentically and confidently in ways that work for them.

Common Social Communication Differences May Include:

Preferring parallel play or solo activities
Using less eye contact or gestures (which may not reflect interest or attention)
Challenges with back-and-forth conversation or changing topics
Difficulty understanding implied meaning (e.g. sarcasm, jokes, idioms)
Needing more time to process verbal information or respond
Expressing emotions in unique or less typical ways
Finding group situations overwhelming or unpredictable
Preferring structured or predictable social environments
Using unique communication styles, such as echolalia or scripting

What can be done?

Social Communication Assessment:
A neuroaffirming social communication assessment involves:

Gathering information about your child’s communication strengths, preferences, and differences
Input from caregivers, teachers, and the child themselves (when appropriate)
Observations in naturalistic, play-based, or conversational settings
Use of standardised and informal tools that are strengths-based and culturally sensitive
Identifying barriers and opportunities for enhancing social connection in meaningful contexts

Assessments typically last and results are compiled into a clear, collaborative report with recommendations tailored to the individual.

Support Strategies & Therapy:

Therapy at Little Star is relationship-based, affirming, and tailored to each child’s profile and goals. The focus is on supporting connection, building communication confidence, and promoting authentic engagement—not enforcing conformity to social norms.

Depending on your child’s needs and preferences, sessions may be individual or in peer-based social groups.

Areas of focus may include:

Understanding social cues at your child’s pace (e.g. facial expressions, tone)
Self-advocacy and confidence in social situations
Flexible thinking and perspective-sharing (while respecting different perspectives)
Navigating conversations (e.g. turn-taking, topic shifts, asking for space)
Collaborative play, cooperative tasks, or shared interests
Managing sensory and emotional regulation in group environments
Respecting and teaching about neurodiversity and different communication styles

Therapy sessions typically include:

Visual supports (e.g. social stories, visual schedules)
Story-based learning and role-play
Play-based interactions and interest-led activities
Scaffolded real-world practice and coaching
Evidence-informed programs adapted to individual needs

Family involvement is a key part of support:

We partner with families to help generalise learning at home, school, and in the community
Sessions include regular updates, collaborative planning, and accessible strategies
Our approach promotes advocacy, acceptance, and meaningful connection on the child’s terms

Anchor 5 literacy

As your child gets older, reading and writing become essential parts of learning in every subject. If your child struggles to read smoothly, understand what they’ve read, or express themselves in writing, they may be experiencing literacy difficulties.

Literacy includes many skills—like reading new words, understanding stories or instructions, spelling, and writing clearly. These skills build on early sound awareness but also involve memory, understanding language, and organising thoughts.

Without the right support, literacy challenges can affect your child’s learning and confidence. They might start avoiding reading or feel frustrated in the classroom.

Signs your child may be experiencing literacy difficulties:

Struggles to sound out new words
Reads slowly or with a lot of effort
Finds it hard to understand or remember what they’ve read
Has difficulty spelling common or new words
Avoids reading or writing activities
Finds it hard to put their ideas into writing

How can you help?

Assessment:
A literacy assessment involves talking with you about your child’s reading and writing development, doing a range of reading and writing tasks, and putting the results into a clear report. This helps us pinpoint where your child is having difficulty.

The assessment usually takes 1 to 1.5 hours. Based on what we find, we’ll recommend a support plan tailored to your child.

Support and Treatment:

Literacy support helps your child:

Improve reading fluency and confidence
Learn strategies to understand what they read
Build spelling skills and learn common patterns
Develop clearer, more organised writing

Sessions usually last around one hour and are tailored to your child’s age and needs. You’ll also receive tips and home practice activities to support your child’s progress in everyday routines.

Anchor 6 CAS

Childhood Apraxia of Speech (CAS) is a rare but distinct motor speech disorder. It is neurological in origin and affects the brain's ability to plan and coordinate the movements necessary for accurate and fluent speech. This is not due to muscle weakness or paralysis, but rather difficulty with motor planning and sequencing.

Children with CAS often know what they want to say but cannot get the words out clearly or consistently due to disrupted signals between the brain and the muscles used in speech.

If CAS is not addressed early and intensively, children may struggle significantly with speech clarity, academic performance (especially in reading and writing), self-esteem, and communication with peers.

Common Characteristics of CAS:

Inconsistent sound errors (even on repeated attempts at the same word)
Difficulty imitating speech sounds or words
Visible groping or effort when attempting to speak
Difficulty producing multisyllabic words
Inappropriate stress patterns on syllables
Monotone or choppy speech
Significantly reduced speech intelligibility, especially in connected speech

Note: CAS can overlap with other communication challenges, such as expressive language delay, and may co-occur with other neurodevelopmental conditions.

What can be done?

CAS Assessment:

Assessment for CAS is comprehensive and typically includes:

Case history review (including developmental and medical history)
Oral-motor examination (to assess muscle movement and coordination)
Standardised speech assessments
Dynamic assessment (observing how speech performance changes with cueing or repetition)
Observations of speech consistency, prosody, and movement patterns

Assessment usually takes about one hour. The clinician may recommend further sessions if needed to confirm diagnosis. A detailed report will be provided with results and recommendations.

CAS Treatment:

CAS requires frequent, individualized, and intensive therapy—ideally multiple times per week.
Initial treatment is most effective in a one-on-one setting with high repetition and structured support.
Therapy focuses on:
- Improving motor planning and sequencing of speech movements
- Using multisensory cues (visual, tactile, auditory) to support accurate sound production
- Repetitive, carefully chosen speech targets practiced across multiple contexts
Functional communication, including the use of augmentative and alternative communication (AAC) if needed, may be introduced to support early language development.
Home practice is essential and supported with therapist-guided materials and activities for caregivers.

Anchor 7 Telehealth

TELEHEALTH SERVICES

Overview:

Telehealth is the use of secure video conferencing technology to deliver healthcare services, including speech pathology, from a distance. It allows clients to receive therapy in the comfort and convenience of their home, school, or other safe environment—particularly useful for families balancing busy schedules, living in remote areas, or during times of increased health precautions.

Endorsed by Speech Pathology Australia (SPA), Telehealth is recommended when it is evidence-based, clinically appropriate, and tailored to the needs of the individual. At Little Star Speech Therapy, we have successfully delivered Telehealth services for several years, well before the onset of COVID-19. Our clinicians are fully trained in Telehealth-specific strategies for both assessment and therapy.

Who Can Access Telehealth?

Our Telehealth services are open to all clients, regardless of location. We have delivered therapy with great success to clients in:

Regional and remote NSW (including the Hunter Valley and Central Coast)
Interstate (e.g. South Australia)
International locations such as Singapore, Canada, and the United States

This format is particularly valuable for families who:

Live in areas without easy access to in-person services
Prefer to reduce travel or wait times
Require flexible scheduling options
Have immunocompromised household members or prefer to limit in-person contact

How Does Telehealth Work?

Our therapy sessions are delivered through secure platforms such as Zoom or Skype. Prior to your child’s first session, our administration team provides you with a step-by-step guide for setting up your device (computer, smartphone, or tablet), along with technical support if needed.

During the session, your child’s clinician will:

Share digital resources such as stimulus cards, interactive games, and visual supports
Use online reinforcers (like fun, goal-based games or animations) to maintain motivation
Provide parent coaching and guidance to help support carryover of skills between sessions
Conduct therapy in a structured, engaging, and developmentally appropriate format

We tailor Telehealth tools and strategies to the age, attention span, and individual communication profile of each child to maximise participation and progress.

Effectiveness of Telehealth Therapy

Research has shown that Telehealth can be just as effective as in-person therapy for many speech and language goals, including:

Articulation and phonology
Language development
Stuttering
Literacy support
Parent-led early intervention models (e.g., The Lidcombe Program)

Since the onset of the COVID-19 pandemic, we transitioned all clients to Telehealth, and parent feedback has been overwhelmingly positive. Families consistently report that children are:

Engaged during sessions
Excited to see their therapist on screen
Making steady progress toward their therapy goals

Our Commitment:

At Little Star, we understand that every family’s needs are different. Whether in-person or online, our priority remains the same: to deliver high-quality, personalised, and results-driven therapy in a warm and supportive environment.

Telehealth also empowers parents as co-facilitators, giving you direct insight into the therapy process and strategies you can use between sessions. Continued therapy—regardless of format—helps prevent regression, maintain momentum, and keep your child progressing toward their communication goals.

We’re here to support you every step of the way. If you’re new to Telehealth or unsure whether it’s the right fit, we encourage you to trial a session. Many families are surprised by how natural and effective the experience can be.

Anchor 8 screenings

At Little Star Speech Therapy, we’re proud to offer comprehensive speech and language screenings to support families and identify any early concerns about a child’s communication development. Screenings are available both in-person at our clinic and at preschools, daycares and schools — making it easier for families across Australia to access professional guidance.

Whether you're seeking peace of mind or have noticed specific challenges in your child’s communication, our screenings are a helpful first step in understanding your child's needs and exploring next steps.

How to Book a Screening

(Booking a screening is easy!)

Call our friendly team at (02) 4952 3856

Our reception staff will help you find a time that works best for your family, whether you're visiting us in person or connecting online.

What to Expect During a Screening

When you attend a screening session with Little Star, here's what the process typically includes:

Initial Conversation with the Speech Pathologist
You'll have the opportunity to share any concerns or observations about your child’s communication skills.

Targeted Assessment
Our speech pathologist will conduct standardised screening tools to evaluate:
- Receptive Language (how well your child understands language)
- Expressive Language (how well your child uses words and sentences)
- Speech Sounds and Clarity
- Stuttering/Fluency
- Voice Quality
- Phonological Awareness (important for early reading skills)

Age-Based Evaluation
The results will be compared to normative developmental milestones to understand whether your child is on track for their age.
Results and Feedback
The speech therapist will clearly explain the outcomes of the screening, discuss whether any areas are of concern, and answer any questions you may have.
Recommendations and Referrals
Based on the screening, we’ll guide you on:
- Whether a full assessment or therapy is recommended
- Any free or low-cost community services available to you
- Practical tips or activities to support your child at home

Why Screenings Matter

Early identification of speech and language difficulties can make a big difference in a child’s communication development and confidence. Even if no concerns are currently present, a quick check-in can provide valuable reassurance or catch small issues before they become bigger challenges.

Anchor 9 Phonological Awareness

Some children may find it hard to keep up with early reading and spelling at school. If your child is having trouble learning sounds, blending them into words, or breaking words apart, they may be experiencing difficulties with phonological awareness.

Phonological awareness is the ability to hear and work with the sounds in spoken words. It’s an essential early skill that helps children learn to read and spell. For example, children need to understand that words are made up of sounds (like “c-a-t”) and that changing a sound can change the word.

Strong phonological awareness gives your child the foundation for future reading success. If these difficulties aren’t addressed early, they can lead to challenges with reading, understanding written information, and feeling confident in school.

Signs your child may be struggling with phonological awareness:

Has trouble recognising or coming up with rhyming words
Can’t tell what sound a word starts with
Struggles to break words into individual sounds (e.g., p-a-t)
Finds it hard to blend sounds together to make words
Has difficulty with classroom sound and phonics activities

What can be done?

Phonological Awareness Assessment:

At Little Star, we offer comprehensive assessments to understand your child’s phonological awareness abilities. The assessment is carried out by a qualified speech pathologist and typically takes about 60 minutes.

We begin by speaking with you about your child’s development and any concerns you may have. Your child will then complete a series of fun, age-appropriate activities that look at how well they can recognise, blend, and break apart sounds in words.

We use standardised assessment tools alongside informal observations to get a full picture of your child’s strengths and areas of need. After the session, we carefully score and interpret the results and prepare a detailed written report. This report includes:

An explanation of your child’s current skills
Whether any phonological awareness difficulties are present
Clear recommendations for next steps
A tailored therapy plan, if intervention is needed

We take time to explain the results in a way that’s easy to understand and ensure you feel supported moving forward.

Phonological Awareness Treatment:

If therapy is recommended, your child will receive individualised support through fun and engaging sessions with our speech pathologists at Little Star. Treatment is designed to build their confidence and skills in a safe, encouraging environment.

Our phonological awareness therapy targets areas such as:

Recognising and producing rhyming words
Breaking words into syllables and individual sounds
Blending sounds to form words
Identifying sounds at the beginning, middle, and end of words
Playing sound games to strengthen awareness and memory

Therapy sessions:

Sessions are designed to help your child:

Recognise rhyming words and syllables
Blend sounds to make words
Break words into individual sounds
Hear and work with sounds at the start, middle, and end of words

OUR SERVICES......

If left untreated, speech sound disorders can impact a child’s intelligibility, confidence, social relationships, and academic skills—particularly in reading and spelling.

​

Characteristics of Speech Sound Disorders:

​

Phonological Delay/Disorder:

Difficulty understanding or applying the rules of speech sound patterns.

May substitute sounds made in one area of the mouth with others (e.g., “k” and “g” sounds replaced with “t” and “d”).

Example: “cat” → “tat”, “goose” → “doose”

Can involve multiple sound errors that reduce overall speech clarity.

​

Articulation Delay/Disorder:

​

Difficulty producing specific sounds due to incorrect placement or movement of the articulators (lips, tongue, etc.).

May include:

Substitutions (e.g., “red” → “wed”)

Omissions (e.g., “brush” → “bush”)

Distortions (e.g., “shoe” → “soe”)

If these errors continue past a developmental milestone, the child may be diagnosed with an articulation disorder.

​

What can be done?

​

Speech Sound Assessment: A thorough speech sound assessment is conducted by a qualified speech-language pathologist. It typically includes:

A detailed case history

An oral-motor exam

A standardized articulation and phonology assessment

A conversational speech sample

Informal observations of intelligibility and sound use

The session usually takes about one hour. A written report is provided with diagnostic impressions and individualized treatment recommendations.

​

Speech Sound Treatment:

Weekly one-on-one therapy is typically recommended.

Goals are selected based on the child’s age, stimulability, and needs identified through assessment and parent input.

Therapy focuses on:

Teaching correct sound production

Practicing target sounds in isolation, syllables, words, phrases, and connected speech

Teaching sound pattern rules (for phonological delays)

Home practice tasks are provided after each session to reinforce skill development and support generalisation to everyday speech.

​

​

Characteristics of language problems:

​

Receptive language: Difficulties with understanding and processing spoken or written language, including:

​

Limited vocabulary knowledge and difficulty learning new words

Challenges following multi-step directions (e.g., “Pick up the ball, put it in the basket, and bring it to me”)

Difficulty grasping the meaning of conversations or instructions

Impaired reading comprehension and difficulty making sense of text

​

Expressive language: Difficulties with verbal and written language expression, such as:

​

Limited vocabulary usage and difficulty recalling words (word-finding difficulties)

Errors in grammar and sentence structure

Difficulty formulating coherent sentences or narratives

Challenges with more complex language functions, including explaining ideas or telling stories

Writing difficulties, including organizing thoughts and spelling

​

Mixed receptive-expressive language: Challenges affecting both understanding and use of language, often including:

​

Delayed vocabulary development and limited expression

Difficulty comprehending and following directions as well as giving instructions

Trouble understanding and using abstract concepts (e.g., spatial concepts like left/right, temporal concepts like first/last)

Problems with grammatical rules and sentence construction

Reading and writing difficulties, impacting academic achievement

​

What can be done?

​

​

Language Treatment:

​

​

​

Characteristics of stuttering:

​

Repetitions: Repeating sounds (e.g., a-a-a-and), syllables (e.g., um-um-umbrella), or whole words (e.g., can can can)

Prolongations: Extending a sound longer than usual (e.g., mmmmummy, sssssschool)

Blocks: Temporary difficulty producing sounds, where speech appears “stuck” (e.g., a^and)

Secondary behaviours: Physical movements such as eye blinking, facial tension, or nasal flaring that may accompany stuttering

Fillers: Inserting extra words or sounds (e.g., um-a-um-um-um-I-um-want to go…) to help ease speech

What can be done?

Speech Sound Assessment:
A thorough speech sound assessment is conducted by a qualified speech-language pathologist. It typically includes:

Receptive language:
Difficulties with understanding and processing spoken or written language, including:

Expressive language:
Difficulties with verbal and written language expression, such as:

Mixed receptive-expressive language:
Challenges affecting both understanding and use of language, often including:

Social Communication Assessment:
A neuroaffirming social communication assessment involves: