Articulation and Phonological Disorders

articulation therapy The Speech Dynamic   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 Disorders

What is Articulation:

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.

What are Phonological Disorders?

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

Phonological Processes

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)

PHONOLOGICAL PROCESS EXAMPLE GONE BY APPROXIMATELY
Pre-vocalic voicing pig = big

3;0

Word-final de-voicing pig = pick

3;0

Final consonant deletion comb = coe

3;3

Fronting car = tar ship = sip

3;6

Consonant harmony mine = mime kittycat = tittytat

3;9

Weak syllable deletion elephant = efant potato = tato television =tevision banana = nana

4;0

Cluster reduction

spoon = poon train = chain clean = keen

4;0

Gliding of liquids

run = one leg = weg leg = yeg

5;0

Stopping /f/ fish = tish

3;0

Stopping /s/ soap = dope

3;0

Stopping /v/ very = berry

3;6

Stopping /z/ zoo = doo

3;6

Stopping ‘sh’ shop = dop

4;6

Stopping ‘j’ jump = dump

4;6

Stopping ‘ch’ chair = tare

4;6

Stopping voiceless ‘th’ thing = ting

5;0

Stopping voiced ‘th’ them = dem

5;0

articulation therapy in Houston

 

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.

Dolores S.

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