Articulation and Phonological Disorders
For your convenience, The Speech Dynamic provides speech therapy for articulation and phonological disorders in your home or school. Weekly homework will be assigned in order to ensure carryover of skills throughout the week. We work with students and their families to remediate speech sounds and phonological processes. When a child has a Speech Disorder, they are unable to produce, initiate, or imitate speech sounds correctly or fluently. Speech disorders can affect a child’s ability to communicate, decrease their self-confidence, and have been correlated with later language and reading disabilities.
We expect a child to be understood by:
18 months: 25% intelligible 24 months: 50-75% intelligible 36 months: 75% intellgible By age 4, children should be 100% intelligible (Gleason, 1988). Speech Disorders can have several different origin. The most common include the following:
Articulation is the process by which sounds, syllables, and words are formed when your tongue, jaw, teeth, lips, and palate alter the air stream coming from the vocal folds. When an individual cannot produce or distort an age-expected sound/s, it draws attention away from the speaker’s message. Articulation disorders are motor-based errors that can occur among people of any age; however, they are most common in children whose articulators (jaw, tongue, etc.) have not developed properly.
A phonological disorder is a simplification of the sound system that also affects intelligibility. Students with phonological process problems demonstrate difficulty in acquiring a phonological system; involving organizing the patterns of sounds in the brain and the output, not necessarily in the motor production. A phonological process is a patterned modification of the adult speech system. For example, a phonological process called fronting means a child always produces the sounds k and g (made with the back of the tongue) as a t or d (made in the front of the tongue). Elimination of Phonological Processes in Typical Development
|Bowen, C. (2011). Table 3: Elimination of Phonological Processes. Retrieved from http://www.speech-language-|
|Phonological processes are typically gone by these ages (in years ; months)
Her gentle and compassionate approach was just the connection my son needed
My son Finnian was diagnosed with autism at age 3 and was non verbal. I remember being so scared and stressed about Finn’s future until I met his team of teachers and therapists. Miss Brooke was my son Finn’s speech therapist in his EC Pre-K classroom. She was amazing with Finn and supportive to me. Her gentle and compassionate approach was just the connection my son needed to feel safe and grow. One of my favorite qualities of Miss Brooke is her genuine enthusiasm when working with my son. I will always be grateful for her twinkling eyes and contagious smile when discussing my son’s progress and growth. Thank you Miss Brooke!
Brooke's heart is in her work, and you can tell she loves what she does
Brooke has been working with my son Colton for about a year now. She is an amazing speech path and has created a great relationship with him during that time. He is always super excited to see her, and sees the time he spends with her as play time. Yet he’s always learning. Colton has an obsession with trains, and so generally wants to show her how his trains are set up every week. Brooke manages to incorporate whatever skill they are working on into this play. Whether it was putting more than one word together, or focusing on certain sounds, or not dropping the endings of words. She also leaves us with suggestions on what to do with him over the next week to help with the goal that we are currently working on.
Brooke’s heart is in her work, and you can tell she loves what she does. If you choose to work with her, you will be happy with the results you see. Colton had had an explosion of vocabulary this year, and I know she contributed greatly to that.
A shy child speaks up loud and clear
At the age of 2, my son’s preschool teacher noticed he was a little behind in his speech, he was muttering in a low tone. It was hard for anyone to understand what he was trying to tell us. When I was told he needed therapy, I was a bit nervous because my son is very shy around people he is not familiar with. I was afraid the speech therapist would get nowhere with him, but boy was I wrong. By the end of his first session with Ms. Brooke my son was comfortable with her; he did not want the session to end. Ms. Brooke took the time to research new ideas and activities that would accommodate my son’s needs to help him open his mouth when speaking. She focused the entire session on making sure he practiced the ability to speak up loud and clear while still having fun and kept him engaged. He only had therapy for 5 short months; Ms. Brooke gave him the confidence he needed to speak up. He continues to ask to see Ms. Brooke, he misses her so much. She left him with such great moments and experiences that I do not think he will ever forget her.