must confess I only got a couple of chapters in and didn't seem that relevant to me, so moved over to read about oral dyspraxia (called apraxia in the US) as looks like this is definitely what our boy has. Broadly its where your mind understands what's going on and your mouth has the capability of forming the words, but the message between the two isn't getting there.
From what I understand it's when the receptive language is very good, but the expressive language isn't - problems with word sequencing and saying the same word lots of different ways. Lots of using one word to mean a whole lot of things.
This is the US site on it which seems to be the best, as the UK stuff all seems to lump it in with general dyspraxia, which isn't that helpful if your kid doesn't have the general dyspraxia
www.apraxia-kids.org/site/apps/nlnet/content.aspx?c=chKMI0PIIsE&b=839037&ct=838021
This is a cut and paste from the Nancy Kaufman site on apraxia to tell if your child has it - looks like that's a good site to google if you want more information also
Early signs & symptoms:
Limited or little babbling as an infant (void of many consonants). First words may not appear at all, pointing and ?grunting? may be all that is heard.
The child is able to open and close mouth, lick lips, protrude, retract and lateralize tongue while eating, but not when directed to do so.
First word approximations occurring beyond the age of 18 months, without developing into understandable simple vocabulary words by age 2.
Oral scanning or groping may occur with attempts at speaking.
Continuous grunting and pointing beyond age 2.
Lack of a significant consonant repertoire: child may only use / b , m , p , t , d , h /.
All phonemes (consonants and vowels) may be imitated well in isolation, but any attempts to combine phonemes are unsuccessful.
Words may be simplified by deleting consonants or vowels, and/or replacing difficult phonemes (consonants and vowels) with easier ones.
Single words may be articulated well, but attempts at further sentence length becomes unintelligible.
Receptive language (comprehension) appears to be better than attempts at expressive language (verbal output).
One syllable or word is favored and used to convey all or many words beyond age 2.
A word (may be a real word or a nonsensical utterance) is used to convey other words beyond age 2.
The child speaks mostly in vowels.
Verbal perseveration: getting ?stuck? on a previously uttered word, or bringing oral motor elements from a previous word into the next word uttered.
The child has difficulty moving the tongue where they want it to go.
?Pop-outs? or automatic words and phrases are spoken clearly, but they cannot be imitated when directed or may not be heard again.
Other fine motor problems may be present.
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It's really important to find out if dyspraxia is causing your child's speech delays as the ways that it is treated seem to be completely different to other speech therapy - so that we've spent the last six months doing a type of speech therapy which really hasn't helped our boy at all. We're now doing a very structured program specifically for dyspraxia.
I'll look back into sensory integration as from what I'm told kids with dyspraxia should do it as part of OT, even though my boy doesn't have issues with textures, loud noises etc which also seem part of it (as you can see I haven't read the book so still don't really know what I'm talking about!!!)
Good luck with everything