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

 

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.

Autumn M

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