• SCES Speech-Language Pathologists:                                 

    Linda Duffey
    (678) 965 5020 x350320 


    Holly Jordan
    (678) 965 5020 x350311 
    Sandy Tout
    (678) 965 5020 x350320
     What is Speech-Language Pathology? 
    Speech-Language Pathologists have the responsibility of evaluating and treating students that exhibit difficulty in one or more of the following areas: articulation, language, pragmatic language, fluency, and voice disorders.
    • Articulation - difficulties with the production of speech sounds (i.e. saying "thun" for "sun", "wabbit" for "rabbit").
    • Language - involves the inability to communicate effectively with peers or adults; may include weaknesses in vocabulary, grammar, listening comprehension, following directions, and verbal expression. 
    • Pragmatic Language (i.e. social language) - involves skills required for everyday communication (i.e. perspective taking, initiating, turn-taking, topic maintenance, active listening). Children who struggle with social skills often have difficulty interpreting facial expressions, body language as well as expressing/comprehending feelings. 
    • Fluency - the ability to speak smoothly or fluently; disruption in the rhythm of speech; also referred to as stuttering.
    • Voice - students referred by their doctors because of vocal hoarseness or harshness in voice quality.
    Preschool Speech-Language Referrals: 
    The Georgia Department of Public Health provides speech and/or language services for children from birth to three years of age through the Babies Can't Wait program.  The link below will provide more information about these services.
    Forsyth County School System provides speech and/or language services for children starting at the age of three.  If you have speech and/or language concerns for your child who is at least 3 years of age, you may have the child screened to determine if services are needed.  Below is the link that will provide you with information about the registration process.   

    Communication Development:


    0-3 months

    startled by loud noise


    undifferentiated cry (0-1 month)


    turns head toward speaker


    produces throaty sounds and vowels


    differentiated cry for pain, hunger, tired




    3-6 months


    looks directly at speaker


    vocalizes in response to speaker


    vocalizes pleasure and pain


    initiated vocal play:  coos, chuckles, gurgles, and laughs


    pitch and intonation vary




    6-9 months


    imitates familiar sounds


    comprehends parental gestures


    looks at objects, family members and pictures when named


    stops behavior when told “no”                        


    babbles /m/, /n/, /t/, /d/, /b/, /p/, /z/


    vocalizes to another person


    vocalizes differently for hunger, anger, contentment   




    9-12 months


    begins to relate names and objects


    gives objects on request


    claps hands and waves on command


    articulates most speech sounds


    gestures/vocalizes wants and needs


    directs others physically: pats, pulls, pushes, tugs




    12-18 months


    points to 1-3 body parts when asked


    points to objects when named


    responds vocally to “wh” questions


    acknowledges others speech by eye contact, speech, or repetition of the word said


    uses sentence-like intonation (jargon)


    imitates some words


    uses single words: says 3-20 words


    protests by saying “no”, shaking head, moving away or frowning


    uses ritual words “hi” or “bye”


    points to wanted object                                 


    says “all gone” and asks for “more”


    teases, scolds, warns using gestures and vocalizations




    18-24 months


    understands approximately 300 words


    responds to the directions “in” and “on”


    listens as pictures are named word said


    points to 5 body parts


    responds to yes/no questions by shaking or nodding head


    produces words with consonant/ vowel/consonant


    says 50 words


    combines words to make 2 word phrases


    mean sentence length 1.8  words


    names familiar objects and vocalizations


    uses commands (e.g. more), possessives (e.g. mine),  reactions (e.g. owee)




    24-30 months


    understands approximately 500 words


    follows simple directions (“sit here, “bring it to me”


    follows a series of two related commands (“Pick up the ball and give it to me”)


    may omit some final consonants or substitute one consonant for another


    says 200 words


    mean sentence length – 3.1 words


    answers “what” & “where” questions (“What do you hear with?”)


    uses some regular plurals


    asks basic questions ( “Daddy gone?”)




    30-36 months


    understands approximately 900 words


    points to pictures of common objects described by their use (“Show me what you eat with”)


    knows ”big/little”


    knows third person pronouns (he, she


    articulates /p/, /m/, /n/,/w/,/h/


    says 500 words


    mean sentence length 3.4 words


    asks simple “what” & “where” questions


    refers to self by own name


    uses pronouns  (I, me, my, mine)




    36-42 months


    understands approximately 1200 words


    responds to two unrelated commands (“Put your cup on the table and turn on the TV.”)


    knows “in front of” and “behind”


    uses final consonants most of the time


    says 800 words


    mean sentence length = 4.3 words


    uses regular past tense forms


    beginning of questions – asking stage using “what”, “who”, “why”, and “how” many”




    42-48 months


    understands 1500-2000 words


    tells how common objects are used                


    mean sentence length = 4.4 words                    


    responds to three commands (”Pick up the spoon, put it in the cup, and bring it to me)


    articulates /b/, /d/, /k/, /g/, /f/,


    says 1000 words


    does simple verbal analogies (Daddy is a man, mommy is a _________.)




    48-54 months


    understands 2000-2500 words


    knows “between”, “above”, “below”, “top” & “bottom”


    few consonant omissions or substitutions


    says 1500 words


    mean sentence length = 4.6 words


    uses possessives consistently (boy’s, cat’s)


    uses irregular plurals consistently (child/children)




    54-60 months


    understands 2500-2800 words


    knows “heavy/light”, “loud/soft”, “like/unlike”, “long/short”


    misarticulates a few difficult blends


    says 2000 words


    mean sentence length = 5.7 words


    generates complex sentences (We went to the store and bought milk.)


    uses contractions (I’ll, can’t)


    tells familiar stories without picture cues




    60-72 months


    understands 13,000 words


    understands “yesterday/tomorrow”, “more/less”, some/many”, "now/later”,“several/few”, “most/least”, “before/after”


    articulates /th/,/ing/,/r/, /l/


    mean sentence length = 6.6 words


    understands the opposite of (the opposite of hot is _________.)


    states similarities and differences between objects


    uses superlative “est” (biggest, tallest)


    uses all pronouns consistently




    72-84 months


    understands 20,000-26,000 words


    is aware of mistakes in other people’s speech


    understands roughly the difference in time intervals


    understands the seasons of the year and what you do in each.


    articulates voiceless /th/, /sh/, /ch/, /j/


    mean sentence length = 7.3 words


    uses mild slang and mild profanity


    uses irregular comparatives correctly (good, better, best)


    uses passive voice