Speech is the verbal means of communicating. It consists of the following:

  • Articulation is how speech sounds are made.
  • Voice is the use of the vocal folds and breathing to produce sounds.
  • Fluency is the rhythm/flow of speech. Fluency disorder is characterized by atypical rate, rhythm, and disfluencies.

Speech is the verbal means of communicating. It consists of the following:

  • Articulation is how speech sounds are made.
  • Voice is the use of the vocal folds and breathing to produce sounds.
  • Fluency is the rhythm/flow of speech. Fluency disorder is characterized by atypical rate rhythm and disfluencies.
Speech

Speech Sound Disorder (Articulation and Phonological Process Disorders)

Articulation disorder is a problem with making specific sounds.

A phonological disorder is a speech sound disorder that a child may have difficulty in recognizing the pattern of sounds that accompany certain letters or combinations of letters.

The causes are largely unknown, however, a family history of speech and language disorders, hearing loss, developmental delays, genetic diseases, and neurological disorders are risk factors.

Signs of an articulation disorder can include:

  • Substitutions: putting one sound in place of another (example: saying “wadio” instead of “radio”)
  • Omissions: not including a sound in a word (example: saying “coo” instead of “school”)
  • Distortions: imprecise/indefinite production of a sound (example: saying “thith” instead of “this”)
  • Additions: adding a sound where it should not be (example: saying “fulame” instead of “flame”)

Signs of a phonological process disorder can include:

  • Saying only one syllable in a word (example: “bay” instead of “baby”)
  • Simplifying a word by repeating two syllables (example: “baba” instead of “bottle”)
  • Leaving out a consonant sound (example: “at” or “ba” instead of “bat”)
  • Changing certain consonant sounds (example: “tat” instead of “cat”)

Speech and Language Pathologists (SLPs) will:

  • Make sure that the hearing is checked before starting any therapy.
  • Evaluate the speech and language skills, taking in consideration accents and dialect.
  • Assess oral-motor skills. A referral to an ENT or orthodontist might be required.
  • Recommend a therapy plan to help the child overcome his or her disorder.
  • Advise on strategies and activities to be practiced at home.