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 Impairment:

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.

Phonological Impairment:

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)

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

speech therapy in Houston Brooke Andrews, SLP

 

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!

Molly M

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