“Speech delay” describes a child whose talking is behind what is typical for their age. It is a description, not a diagnosis.
Condition guide
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This page is about speech delay.
Understand what this is, in one sentence
Know the 3 points that matter most
Know what to gather (8 items)
Options to explore
Speech, language, expressive, receptive — what each one means.
Open the guided pathAn option, not an instruction. Every situation is different, and nothing here is a deadline.
What should I do next?
This page explains the topic. The journey tells you what to do next, in order, one step at a time.
Educational sequencing only. Nothing here is individual legal, medical, financial or educational advice.
My child isn't talking
Educational sequencing only. Most families move roughly in this order — nothing here is a deadline.
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What is this?
An everyday description of talking that is behind what is typical for a child's age. Clinicians who see this without other delays often call it late language emergence.
When does it happen?
Speech is how sounds are produced. Language is the system of meaning behind them, and it is both expressive and receptive.
When does it happen?
Neither NIDCD nor CDC names an age at which you must worry. Both say to raise a concern when you have one, and not to wait.
Where do I go?
A speech-language pathologist. A comprehensive assessment includes case history, family interview, a review of hearing, vision, motor and cognitive status, and formal measures.
Why it matters
Because a hearing problem can affect speech and language development, a hearing test is often part of the evaluation.
What is this?
Publicly funded services for babies and toddlers under 3 with developmental delays, free or at reduced cost, and you do not need a doctor's referral to ask.
What is this?
Ways of communicating that supplement or replace speech. ASHA states the evidence strongly indicates AAC does not hinder speech development at the early stages.
What's next?
Write down what you notice, tell your child's doctor, and — if your child is under 3 — contact your state's Early Intervention program yourself.
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This page is about speech delay.
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My child isn't talking
Last read by an editor on 2026-08-07.
NIDCD, National Institutes of Health — Speech and Language Developmental Milestones(opens in a new tab)Educational information only. 24 sources listed at the bottom of this page.
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What people mean by speech delay, what the official sources do and do not say, and the next step you can take today.
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From the guided path: My child isn't talking.
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“Speech delay” is not a clinical diagnosis. It is the phrase families and professionals use when a child's talking is behind what is typical for their age. It describes something someone noticed. It does not say why.
The closest clinical term for a toddler whose language is late with no other diagnosed delay is late language emergence. Whether that fits a particular child is a question for an evaluation, not for a web page.
How the professional body defines that term:
“Late language emergence (LLE) is a delay in language onset with no other diagnosed disabilities or developmental delays in other cognitive or motor domains. LLE is diagnosed when language development trajectories are below age expectations. Toddlers who exhibit LLE may also be referred to as 'late talkers' or 'late language learners.'”
“Approximately 50%–70% of children with LLE are reported to catch up to peers and demonstrate normal language development by late preschool and school age.”
That second quote cuts both ways, and we are not going to round it in either direction. Many late talkers catch up. Some do not, and ASHA notes LLE may evolve into other conditions. Neither outcome can be predicted for one child from a website.
“Language is a system of patterns and symbols used to communicate. It is defined as the comprehension and/or use of a spoken (i.e., listening and speaking), written (i.e., reading and writing), and/or signed (e.g., American Sign Language) communication system.”
“A spoken language disorder represents a persistent difficulty in the acquisition and use of listening and speaking skills across any of the five language domains: phonology, morphology, syntax, semantics, and pragmatics.”
In practice: speech is the sounds coming out. Language is the meaning underneath — the words a child has, how they put them together, and what they understand when you talk to them. A child can be strong in one and behind in the other, which is one reason an evaluation looks at both.
“Language is both expressive (e.g., speaking, writing, signing) and receptive (e.g., listening, reading, watching).”
Expressive
What your child puts out: speaking, signing, later writing. This is the part most families notice first, because it is the part you can hear.
Receptive
What your child takes in: listening, watching, later reading. A child who follows what you say but says little has a different profile from a child who does neither, and an evaluation will separate the two.
We are not going to publish a symptom list, because the official sources do not publish one for “speech delay” as such. What they publish is milestone checklists plus one instruction to parents: if something concerns you, say so.
“You know your child best. If your child is not meeting the milestones for his or her age, or if you think there could be a problem with the way your child plays, learns, speaks, acts, and moves talk to your child's doctor and share your concerns. Don't wait. Acting early can make a real difference!”
Write down what you actually hear
Words your child uses on their own, not prompted or imitated. A rough count and a few examples is enough.
Note what your child understands
Whether they follow a simple instruction, find something you name, or respond to their name.
Note how they communicate without words
Pointing, gestures, pulling you toward things, eye contact, sounds. This is information an evaluator wants.
Note any skill that has gone away
CDC specifically asks parents to act early if a child has lost skills they once had.
Two federal sources publish communication checklists, and they band ages differently. We show both rather than blending them, because blending them would produce a timeline neither agency actually published.
CDC defines a milestone as something “most children (75% or more) can do by a certain age.” Not meeting one is a reason to ask a question, not a finding about your child.
| Age band (NIDCD) | Examples from the NIDCD checklist | Source |
|---|---|---|
| Birth to 3 months |
| NIDCD, National Institutes of Health |
| 4 to 6 months |
| NIDCD, National Institutes of Health |
| 7 months to 1 year |
| NIDCD, National Institutes of Health |
| 1 to 2 years |
| NIDCD, National Institutes of Health |
| 2 to 3 years |
| NIDCD, National Institutes of Health |
| 3 to 4 years |
| NIDCD, National Institutes of Health |
| 4 to 5 years |
| NIDCD, National Institutes of Health |
NIDCD: “Children vary in their development of speech and language skills. However, they follow a natural progression or timetable for mastering the skills of language.” This table is a reference for conversations with a professional, not a test.
| Checkpoint (CDC) | Language and communication examples | Source |
|---|---|---|
| By 2 months |
| Centers for Disease Control and Prevention |
| By 1 year |
| Centers for Disease Control and Prevention |
| By 2 years |
| Centers for Disease Control and Prevention |
CDC: milestones are “things most children (75% or more) can do by a certain age.” CDC also states its checklists “are not a substitute for standardized, validated developmental screening tools.”
CDC publishes checkpoints at 2, 4, 6 and 9 months, 1 year, 15 and 18 months, 2 years, 30 months, and 3, 4 and 5 years. We show three of them here because those are the ones whose exact wording we have verified. The rest are on CDC's own pages, linked below.
Parents usually arrive looking for a number: the age at which not talking becomes a problem. We looked for that number in the federal sources and it is not there. Neither NIDCD nor CDC states an age at which a speech or language evaluation becomes indicated.
What both say instead is that a concern is itself the trigger.
“Talk to your child's doctor if you have any concerns. Your doctor may refer you to a speech-language pathologist.”
“The American Academy of Pediatrics recommends that children be screened for general development using standardized, validated tools at 9, 18, or 30 months and for autism at 18 and 24 months or whenever a parent or provider has a concern.”
Those screening ages are routine checkpoints for development in general. They are not a threshold for speech delay, and they are not permission to wait until the next one.
“A hearing test is often included in the evaluation because a hearing problem can affect speech and language development.”
“Sometimes a delay may be caused by hearing loss, while other times it may be due to a speech or language disorder.”
“Recommended Early Hearing Detection and Intervention (EHDI) benchmarks include screening for hearing loss before 1 month of age, diagnostic evaluation before 3 months of age, and enrollment in early intervention before 6 months of age, known as the 1-3-6 benchmarks.”
The 1-3-6 benchmarks apply to newborn hearing screening follow-up, not to speech evaluation generally. They are included here because they are the only concrete timeline either agency publishes in this area, and because a newborn screening result that was never followed up is worth checking.
A hearing check is not an accusation that something is wrong. It is the cheapest way to rule one thing in or out before anyone spends months on the others.
“Comprehensive speech-language pathology assessment includes these components: Case history... Patient/client/student and family interview; Review of auditory, visual, motor, and cognitive status; Standardized and/or non-standardized measures of specific aspects of speech, spoken and non-spoken language, cognitive-communication, and swallowing function... Follow-up services to monitor communication and swallowing status...”
Who does it
A speech-language pathologist. The national credential is the Certificate of Clinical Competence in Speech-Language Pathology (CCC-SLP).
You are part of it
A family interview is a named component. What you have written down at home is data, not anecdote.
It looks wider than speech
Hearing, vision, motor and cognitive status are reviewed, which is why an evaluation can surface things you were not asking about.
“Is the term used to describe services and supports available to babies and young children with developmental delays and disabilities and their families.”
“Programs are available in every state and territory. These publicly funded programs provide services for free or at reduced cost for any child who is eligible.”
“If your doctor is not able to connect you, you can reach out yourself. A doctor's referral is not necessary.”
Two federal rules are worth knowing before you call, because they tell you what should happen and by when.
“The initial evaluation and the initial assessments of the child and family under §303.321; and the initial IFSP meeting under §303.342 must be completed within 45 days from the date the lead agency or EIS provider receives the referral of the child.”
“Not fewer than 90 days before the third birthday of the toddler with a disability if that toddler may be eligible for preschool services under part B of the Act, the lead agency notifies the SEA and the LEA for the area in which the toddler resides...”
In plain terms: once you refer, the clock is 45 days to evaluation and first plan meeting. And around age 3, the system is supposed to hand off to the school district rather than simply stop. Your state's own program details resolve in the state manual for wherever you live — this page does not assume a state.
Therapy is delivered by a speech-language pathologist holding the CCC-SLP credential, which requires an accredited graduate programme, a national exam and a supervised clinical fellowship.
We have not yet published typical session frequency, duration, delivery models or costs. Those vary by state, payer and setting, and we would rather leave the gap visible than fill it with a national average that is wrong for your family. Coverage and funding questions are handled in the funding section of your state manual.
“Augmentative and alternative communication (AAC) is an area of clinical practice that supplements or compensates for impairments in speech-language production and/or comprehension... AAC is augmentative when used to supplement existing speech, alternative when used in place of speech that is absent or not functional...”
“The evidence strongly indicates that [augmentative and alternative communication] AAC does not hinder the development of speech at the very beginning stages of language acquisition.”
“When paired with verbal modeling, AAC can encourage spoken communication rather than replace it.”
The most common worry families raise is that using AAC means giving up on speech. The professional body's position is the opposite of that. What AAC does immediately is give a child a way to be understood, which is worth something on its own regardless of what speech does later.
“Being multilingual is not a communication disorder, but it is a significant consideration when there are concerns regarding a hearing or communication disorder. Not appropriately responding to cultural and linguistic influences may lead to misdiagnosis, which can reinforce disproportionality in schools... and disparities in health care.”
“Not all language(s) share the same speech sounds as mainstream American English... These influences do not indicate an SSD.”
Two practical consequences. First, no one should tell you to drop a home language to help your child talk — that advice does not come from the professional guidance. Second, an assessment that looks at only one of your child's languages cannot see their whole language ability. It is reasonable to ask how every language your child uses will be considered.
Step 1
Keep a short running note
Words used spontaneously, instructions followed, gestures used, and anything that has disappeared. Two lines a week is plenty and it makes the evaluation better.
Step 2
Ask for developmental screening at the next visit
CDC points to standardized screening at routine checkpoints or whenever a parent has a concern. You can ask for it at any visit.
Step 3
Refer yourself if your child is under 3
A doctor's referral is not necessary for Early Intervention. Referring today starts the 45-day federal clock.
Step 4
Check the newborn hearing screening was followed up
If your child did not pass, or you are not sure of the result, that is worth resolving early.
We are deliberately not publishing home therapy techniques. Those belong to the person who has actually assessed your child, and generic ones can pull attention away from getting the evaluation booked.
Is what you are seeing more about speech, or more about language?
How did my child do on expressive versus receptive language?
Has hearing been checked, and do you want it checked again?
How will all the languages my child uses be considered in the assessment?
What did you use to measure this, and can I see the results?
Would any communication support, including AAC, help in the meantime?
What would you expect to see change, and by when?
What date did you receive my referral?
When will the evaluation and first IFSP meeting happen within the 45 days?
Who will be at the evaluation, and what will they assess?
What does it cost my family, if anything?
If my child is close to 3, how does the handover to the school district work?
If we are found ineligible, what are my options and how do I appeal?
Step 1
You raise the concern
With your child's doctor, your state's Early Intervention program, or both.
Step 2
Screening or referral
A doctor may screen with a standardized tool and refer on. You may also refer directly; no doctor's referral is required.
Step 3
Evaluation within 45 days
For children under 3, federal rule sets 45 days from referral to completed evaluation and initial IFSP meeting.
Step 4
A plan, if eligible
The initial IFSP meeting is part of that same 45-day window.
Step 5
Transition around age 3
The lead agency notifies the school district at least 90 days before the third birthday when a child may be eligible for preschool services.
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This page explains the topic. The journey tells you what to do next, in order, one step at a time.
This is an educational pathway, not individualized medical advice. It cannot tell you whether your child has a speech delay, and it is not a substitute for an evaluation by a qualified professional.
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