Date of Award

5-2026

Degree Type

Thesis

Degree Name

Departmental Honors

Department

Communicative Disorders and Deaf Education

Department name when degree awarded

Department of Speech and Hearing Sciences

Abstract

Persistent myths within the field of speech-language pathology continue to influence clinical decision-making and contribute to biases experienced by both providers and clients. This scientific review examines common misconceptions surrounding late talking, bilingualism, and augmentative and alternative communication (AAC) by evaluating current evidence-based research. Specifically, this review addresses three central questions: Do children outgrow late talking? Does bilingualism cause language delay in children? Does AAC hinder speech development? 

An analysis of multiple peer-reviewed studies revealed little statistical support for the belief that bilingualism or AAC use causes language delays. Instead, research indicates that factors such as limited access to language-rich environments, whether monolingual or bilingual, reduced educational support, medical resource deserts, and unequal access to technology are more significant contributors to delayed language development. 

Overall, the findings refute these common myths and clarify misconceptions regarding the root causes of language delay. It is essential for current and future clinicians to remain informed about evidence-based practices and to critically evaluate longstanding assumptions within the field. Increased professional awareness can promote accurate client education, reduce stigma, and support the development of more appropriate and effective intervention plans.

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Faculty Mentor

Sonia Manuel-Dupont

Departmental Honors Advisor

Annalise Fletcher