Hyperactivity and late talking: Is there a link?

When words are late and energy overflows

A child's first words are awaited with excitement, joy and a little anxiety. When they are delayed, and in the meantime the child's behavior seems "more energetic" than usual, parents often begin to ask, "Is this normal?" "Is there something going on?" "Is there a connection between hyperactivity and delayed talking?" These are questions that logically arise when motor impulsivity, difficulty in sustaining attention and delayed speech combine in their child's behavior.

As we have already discussed in our previous articles on "When Baby Starts Talking", "Late Talking in Children" and "The Speech Therapist's Role in Late Talking", language development is highly individual and each child develops at his or her own pace. But when symptoms such as distractibility, motor overexcitement and impulsivity are added to late words, there is a need for closer monitoring.

In this article, we'll look at exactly what the word "hyperactivity" means, which years of childhood development it is most pronounced, whether it has a connection to speech development, and when it's time to seek professional help.

What is hyperactivity?

Hyperactivity is not just the behavior of a naughty or lively child. It is part of a broader set of symptoms characteristic of Attention Deficit Disorder with or without hyperactivity. It often includes difficulty concentrating, impulsivity and excessive motor activity that is not appropriate to the particular situation or age.

It is important to emphasize that any child may exhibit hyperactive traits from time to time, especially when younger. In kindergarten, for example, many children like to run, climb, and change activities frequently - to start playing with one game and in seconds change it for another. But in children with actual hyperactivity, this activity is constant, difficult to manage and often interferes with learning, communication and daily activities. In addition, they have difficulty holding attention and organizing actions, which also affects language development.

How does hyperactivity affect language development?

Hyperactivity and late speaking often go hand in hand, but not always for the same reason. In some children, speech develops normally despite increased motor activity. In others, however, high levels of arousal and attention deficits make it difficult to learn and use new words, structures and expressions. The child does not seem to "hear" the adults' speech, not because he does not want to, but because his attention is transferred very quickly to other stimuli.

These children often cannot stay long in a communicative situation, they do not watch the speaker's face carefully, they do not respond to the intonation and gestures that usually help the baby understand what is being said. This takes away the opportunity to make a sustained connection between sound and meaning that underlies speech development.

In addition, impulsivity can lead to difficulties in dialogue - the child interrupts, changes the subject, quickly loses patience and interest. All this interferes with the development of a stable language system, communication and social relationships.

What are the early signs of hyperactivity and delayed speech development?

The first signs of hyperactivity can be seen as early as around age 2, sometimes even earlier. They do not simply manifest themselves in the child being energetic, as it is quite natural and normal for him at this age. Rather, it is expressed in the constant inability to stay in one place, increased impulsivity, irritability and frequent emotional outbursts. The child runs, jumps and climbs, even when the environment does not allow it. It is difficult to engage in games that require concentration, quickly gets bored and changes its activities.

Parallel to this, speech delay is often noticed. The child does not use an active vocabulary, does not form short sentences, does not repeat words and shows no interest in the world around him. This combination can draw parents' attention to a possible link between language and behavioral development, which is a good starting point for consultation with a specialist and timely resolution of a problem if one is identified.

When is hyperactivity and when just an active child?

One of the most important things for parents to understand is that not every lively and active child is hyperactive. Children's vigorousness is perfectly natural and healthy. Young children learn through movement, play and exploration. The question is whether this activity can be regulated according to the situation and age expectations.

If a child can focus for a few minutes in a game, listen to a story, follow simple instructions, this is not hyperactivity. It's just a child having fun, learning and exploring the world around them in their own way.

A hyperactive child has a hard time accepting rules, interrupts, doesn't wait for his turn, doesn't finish an activity he started, has a hard time adapting in a group (for example, in kindergarten), and is easily distracted by even the smallest teasers. This behavior is often accompanied by language difficulties - misunderstanding questions, confused or poor vocabulary and lack of desire to communicate.

It is therefore important not to make a diagnosis ourselves, but when in doubt to seek a professional opinion to differentiate between increased activity and a real problem.

When and to whom should we turn for help?

If a child is 2-2.5 years old and still does not use meaningful words, does not point to objects, does not show interest in communication and at the same time shows signs of hyperactive behavior, it is good to consult a specialist. This does not necessarily mean that there is a problem - consultation is not a diagnosis, but an opportunity for timely support. It helps to get a handle on what is going on, what strategies can be implemented at home and whether further monitoring or therapy is needed. Early intervention often makes a big difference - it gives the child a chance to develop their skills without falling behind in other important areas such as play, social interaction and independence.

How speech therapy and therapeutic sensory toys support attention and language

Working with a speech therapist for children with hyperactivity and delayed speech often begins with attempts to hold attention. This is where sensory-motor play and toys such as the busy board come in. These not only engage the child's senses but also stimulate concentration, fine motor skills and coordination, which in turn is directly linked to language development.

Busy board-like toys provide the opportunity for structured play with a clear purpose - push, turn, open, close. Such actions trigger a reaction in the child and a need to take an action that has a consequence. Speech therapists use such toys not only for saying and learning words, but also for building communication skills.

Each child has his own path to words

Hyperactivity and delayed talking are not necessarily a verdict or a sure diagnosis. They are a signal that a child needs more understanding, guidance and patience. Every child develops at their own pace, but that doesn't mean waiting indefinitely either. Early response and consultation with specialists is key, not because of the diagnosis, but because of the opportunity for adequate support in time.

Parents are not alone in this process. With the help of a speech and language therapist, a child psychologist and a stimulating environment at home, including appropriate play, children with hyperactive behaviour and speech difficulties can make huge strides forward. It is important to believe in their potential, ask questions, seek answers and create conditions where every new word is a small victory.