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."

Children with LLE may have expressive language delays only, or they may have mixed expressive and receptive delays. Children with expressive delays show delayed vocabulary acquisition and often show delayed development of sentence structure and articulation. Children with mixed expressive and receptive language delays show delays in oral language production and in language comprehension. Children with LLE may also be at risk for developing language and/or literacy difficulties. Children with LLE who have receptive and expressive delays are at greater risk for poor outcomes than children with LLE whose comprehension skills are in the normal range

Language intervention for toddlers and preschoolers with late language emergence can vary along a continuum from indirect to direct services. Speech-language pathologists (SLPs) are involved in direct treatment and are often involved in monitoring and indirect intervention. SLPs can help remediate problems and potentially prevent future difficulties and the need for subsequent school-based services.The goal of language intervention is to stimulate overall language development and to teach language skills in an integrated fashion and in context. This approach promotes effective everyday communication and enhances the family’s ability to support the child’s development.The level of service (i.e., indirect or direct) is individualized for each child and family. When making these decisions, it is critical to identify the nature and severity of the language delay, its overall effect on communication, the presence of risk factors, and the child’s global developmental skills.

Direct intervention consists of activities designed and implemented by an SLP. Direct intervention may be indicated for children identified as having, or being at risk for, communication impairment. The family and SLP select goals that are developmentally appropriate and that offer the potential for improving communication and promoting academic and social success.

Effective intervention promotes the child’s participation in natural settings and is  

·       comprehensive, coordinated, and team based;

·       developmentally supportive;

·       family centered; and

·       culturally and linguistically responsive.

**All information on this page has been retrieved directly from the American Speech-Language-Hearing Association (ASHA) website. https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/