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ARTICULATION DISORDERSAn articulation disorder involves mispronouncing speech sounds by omitting, distorting, substituting, or adding sounds which can make speech difficult to understand. Children may have a couple of sounds in error, but will consistently make these errors on the same sounds in words. When a child has a simple lisp (producing [th] instead of [s], like “thing” instead of “sing” or “yeth” instead of “yes”), substitutes [w] for [l] or [r], or other similar errors, he/she is demonstrating an articulation disorder. Articulation refers to the manner in which a child produces a sound and the placement of the tongue, lips, and teeth. Common articulation errors are those listed above, in addition to [f] for [th] (“fum” for “thumb”), [l] for [y] (“lelo” for ‘yellow”). Many articulation errors are developmental in nature; that is some sounds are later developing, and many children will produce these sounds incorrectly until they mature. One example is the [th] sound, as in “thumb”. This is one of the latest sounds to develop (between the ages of 6 an 8). Therefore, if a 7-year-old can not yet say this sound, it is not reason to be concerned. The most common error sounds are [s], [l] and [r]. Some school therapists will not treat children with these errors until they are 6 or 7; however, if a child shows that he/she can be stimulated for these sounds, therapy can be successful when children are younger. A child with articulation errors should always be evaluated when they are young (3 or 4); if an SLP feels that therapy is not appropriate at the time of the evaluation, at least the child will be monitored on a regular basis until they are ready for therapy. In addition, the earlier therapy begins, the more successful it will be. Articulation therapy consists of drill exercises and various cues to help the child correct his/her sound productions. These cues may be verbal (e.g. tell the child where to place his /her tongue) or visual (having the child look at the therapist’s mouth or in the mirror) or tactile (i.e. touch; having the child slide her finger down her arm when making the [s] sound. The PROMPT tactile-kinesthetic cueing system may also be used to promote correct sound production. Frequent practice is essential for articulation therapy to be successful. PHONOLOGICAL PROCESSING DISORDERS Phonology is the sound system of language. The phonology of language tells us how sounds fit together in words. Children who have phonological processing disorders have not learned the rules for how sounds fit together to make words, and use certain processes to simplify words. Phonological processing disorders are related to language, and are now seen as a unintelligible; often, their parents are the only ones who can understand them, and even they have difficulties. Children with these disorders are at a very high risk for later reading and learning disabilities, and should be treated with intensive speech therapy as soon as they are diagnosed, as early as age 3.
A phonological processing disorder is diagnosed by analyzing the child’s speech patterns. There are many phonological processes which SLPs see and treat. One of the most common is called cluster reduction”. Children who use this process will take a sound blend (like [bl] [sp] or [tr]) and omit one of the sounds: “blue”becomes “boo”, “spoon” becomes “poon”, and “tree” becomes “ti”. Another common process is called “velar fronting”. Children who use this process substitute sounds produced in the front of the mouth (t,d,n) for sounds in the back of the throat (k,g). In this instance, “duck” becomes “guk”, “car” becomes “tar”, “go” becomes “do” and “can” becomes “tan”. Therapy for phonological processed involves making the child more aware of the correct sound patterns (rules) and drilling the new patterns. Awareness is frequently achieved through what is referred to as “auditory bombardment”; using an amplifier and headphones, the therapist will repeatedly say words using the correct patterns. One popular therapy technique for remediating phonological processing disorders is called “cycling”, developed by Barbara Hodson. In this approach, auditory bombardment is used, and children work on specific processes for a period of time, then move on to the next process, and so on. Once through all of the processes that need remediating, the cycles are repeated again and again. Another very effective technique is called “minimal pairs”. In this technique, the therapist will present a pair of words to the child that addresses the errored sound patterns and enables the child to first discriminate, and later produce, the differences between sound patterns; e.g. if the child is omitting sounds in blends, a pair might be “Kate”/”skate” or “cool”/”school”. If velar fronting is the problem, then a pair of words might be “tar”/”car” or “tan”/”can”. Therapists at PSLLC will use a variety of techniques in order to maximize therapy time. EVALUATION: Speech therapy is often warranted to correct speech production disorders. At the Princeton Speech-Language & Learning Center (PSLLC), we provide a comprehensive evaluation of overall speech sound development/skills. Standardized tests are often used to assess sound in the initial, medial and final position of words and in conversation based on the needs of the individual child. An oral-motor examination to look at the structure, movement, and strength of the lips, tongue, cheeks and jaw for speech is completed. Based on the results of the evaluation, speech therapy may be recommended for a specific amount of time per week. FAMILY/CAREGIVER TRAINING: Families/caregivers are provided with strategies, information, assistance and home exercise programs to carryover treatment techniques at home for increased success. Parent caregiver involvement is an integral part of the therapeutic process. |
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Princeton Speech-Language & Learning Center,19
Wall Street, Princeton, NJ 08540, fax (609) 924-6563 This site designed and maintained by VisionPoint® Copyright© 2005 |
