5 Signs Your Toddler Might Need Early Speech Therapy (And What to Do Next)

As parents, we all want the best for our children—especially when it comes to their communication and development. From their first giggles to their first words, every milestone matters. But how do you know if your child’s speech development is on track? When is it time to seek help from a speech-language pathologist (SLP)? Early intervention in speech therapy has been shown to dramatically improve long-term outcomes for children (ASHA, 2022).

At tuLIPS Speech Therapy, we support families across the San Francisco Bay Area with evidence-based practices, compassionate care, and a personalized path forward. Here are five key signs your toddler may benefit from early speech therapy—and what you can do to support their growth.

🚩 Sign #1: Limited Vocabulary or Delayed First Words By age 1, most children begin saying single words like “mama” or “ball.” By 18 months, they’re typically using around 10–20 words. By age 2, toddlers are expected to say 50 words and start combining them into two-word phrases like “want juice” or “go park” (Centers for Disease Control and Prevention [CDC], 2023). If your child isn’t reaching these milestones—or loses previously used words—it may indicate a language delay. “Children with a vocabulary delay at 24 months are at significantly higher risk for continued language difficulties at 36 months and beyond.”— Paul, R. (2007). Language Disorders from Infancy through Adolescence

🚩 Sign #2: Difficulty Following Simple Instructions By 18–24 months, toddlers should be able to follow simple one-step directions such as:“Give me the toy.”“Sit down.”“Point to your nose.” If your toddler frequently ignores or misinterprets basic directions, they may be struggling with receptive language development. Research shows early receptive language difficulties are often predictive of later language and learning challenges (Morgan et al., 2011).

🚩 Sign #3: Trouble Forming Clear Speech Sounds Some articulation errors are expected during early development. However, persistent speech that is unintelligible—even to family—may indicate a phonological disorder. According to ASHA, children should be understood by:50% of listeners at age 275% by age 3Nearly all by age 4 (ASHA, 2022) Children with articulation or phonological processing issues may struggle with forming sounds such as /s/, /k/, /g/, or dropping consonants altogether. Without therapy, these patterns can persist and affect academic and social communication.

🚩 Sign #4: Frustration or Behavioral Challenges During Communication Children who cannot communicate effectively may become easily frustrated. This can lead to:Tantrums or emotional outburstsAvoidance of speechAnxiety in social situationsWithdrawal or reduced confidence “Behavioral manifestations are common in children with undiagnosed speech-language impairments. Addressing the communication barrier can often reduce behavioral symptoms.”— Wetherby & Prizant (2000), Autism Spectrum Disorders in Young Children If your child seems unusually upset during communication attempts, consider it a cue to investigate further.

🚩 Sign #5: A History of Ear Infections or Hearing Concerns Hearing plays a critical role in speech and language development. Frequent ear infections (otitis media), even with temporary hearing loss, can negatively impact how children acquire and produce speech sounds (Roberts et al., 2004). “Children with chronic otitis media during early years may show delays in both expressive and receptive language skills.”— Shriberg et al. (2000), Journal of Speech, Language, and Hearing Research If your child has had multiple ear infections, it’s wise to schedule a hearing test along with a speech-language evaluation.

🧠 Why Early Intervention Matters Early intervention helps “rewire” the brain during peak developmental periods. According to the U.S. Department of Health and Human Services (2020), children who receive early services before age 3 demonstrate stronger cognitive, social, and academic outcomes. “Language skills established during the first five years serve as the foundation for literacy, academic achievement, and social-emotional competence.”— National Early Childhood Technical Assistance Center (NECTAC), 2011 When speech delays are identified early, children often make significant progress and may avoid needing long-term support

.💬 What You Can Do Now You don’t have to wait for a formal diagnosis. If your child shows one or more of these signs: 

✅ 1. Schedule a Free Consultation with tuLIPSOur experienced speech-language pathologists offer evaluations in San Francisco and via teletherapy across California. 

✅ 2. Download Our Free Speech Milestone Tracker(coming soon)Track your child’s development and access fun, at-home activities designed to support language growth. 

✅ 3. Try These Everyday Tips:Narrate daily routinesRead books with repetitive phrasingSing interactive songs like “Old MacDonald”Play pretend and ask open-ended questions Every small moment adds up to big communication growth

.💗 You’re Not Alone—We’re Here to Help At tuLIPS Speech Therapy, we’ve been empowering Bay Area families since 2008. Our team specializes in early childhood communication, language development, feeding therapy, and more. Whether in-person or online, we bring evidence-based therapy that meets your child right where they are.

 📍 Offices: Cow Hollow & Laurel Heights, San Francisco

📞 Call Today: (415) 567-8133📧 Email: hello@tulipstherapy.com 🌟 Let’s help your little one speak with confidence, joy, and clarity.

📚 Works Cited:

American Speech-Language-Hearing Association (ASHA). (2022).

Speech Sound Disorders: Articulation and Phonology. https://www.asha.org/practice-portal/clinical-topics/articulation-and-phonology/ Centers for Disease Control and Prevention (CDC). (2023).

Developmental Milestones: Language/Communication. https://www.cdc.gov/ncbddd/actearly/milestones/index.html Morgan, P.L., Farkas, G., Hillemeier, M.M., Hammer, C.S., & Maczuga, S. (2011). 24-Month-Old Children With Delays in Language or Behavior: What Do We Know? Pediatrics, 128(6), 1455–1462. https://doi.org/10.1542/peds.2010-2781 Paul, R. (2007).

Language Disorders from Infancy through Adolescence: Assessment and Intervention. Elsevier Health Sciences. Roberts, J.E., Burchinal, M.R., Zeisel, S.A., Rowe, K.S., & Henderson, F.W. (2004).

Otitis media in early childhood and cognitive, academic, and behavior outcomes at 12 years of age. Pediatrics, 113(3), e158–e165. Shriberg, L.D., Friel-Patti, S., Flipsen Jr., P., & Brown, R.L. (2000).

Otitis media, fluctuant hearing loss, and speech-language outcomes: A preliminary structural equation model. Journal of Speech, Language, and Hearing Research, 43(4), 1008–1024. U.S. Department of Health and Human Services. (2020).

The Importance of Early Intervention for Infants and Toddlers with Disabilities and their Families. https://www2.ed.gov/about/inits/ed/earlylearning/files/ei-policy-brief.pdf Wetherby, A.M., & Prizant, B.M. (2000). Autism Spectrum Disorders: A Transactional Developmental Perspective. Brookes Publishing.