Articulation and Phonological Processes
Most children make some mistakes as they learn to say new words. A speech sound disorder occurs when mistakes continue past a certain age. Every sound has a different range of ages when the child should make the sound correctly. Speech sound disorders include problems with articulation (making sounds) and phonological processes (sound patterns).
An articulation disorder involves problems making sounds. Sounds can be substituted, left off, added or changed. These errors may make it hard for people to understand you.
Young children often make speech errors. For instance, many young children sound like they are making a "w" sound for an "r" sound (e.g., "wabbit" for "rabbit") or may leave sounds out of words, such as "nana" for "banana." The child may have an articulation disorder if these errors continue past the expected age range.
Not all sound substitutions and omissions are speech errors. Instead, they may be related to a feature of a dialect or accent. For example, speakers of African American Vernacular English (AAVE) may use a "d" sound for a "th" sound (e.g., "dis" for "this"). This is not a speech sound disorder, but rather a typical feature of AAVE.
To see the age range during which most children develop each sound, visit http://www.talkingchild.com/speechchart.html
A phonological process disorder involves patterns of sound errors. For example, substituting all sounds made in the back of the mouth like "k" and "g" for those in the front of the mouth like "t" and "d" (e.g., saying "tup" for "cup" or "das" for "gas").
Another rule of speech is that some words start with two consonants, such as broken or spoon. When children don't follow this rule and say only one of the sounds ("boken" for broken or "poon" for spoon), it is more difficult for the listener to understand the child. While it is common for young children learning speech to leave one of the sounds out of the word, it is not expected as a child gets older. If a child continues to demonstrate such cluster reduction, he or she may have a phonological process disorder.
To see the ages at which phonological processes typically disappear, go to http://www.speech-language-therapy.com/index.php?option=com_content&view=article&id=31:table3&catid=11:admin&Itemid=117
Practice, Practice, Practice
Ideal speech therapy includes short (5-10 minutes), daily practice exercises to be completed by children with their parent(s) or another trusted adult at home.
Why? Speech articulation is a habit, a behavior we engage in automatically. We teach our muscles these habits by engaging in regular practice until the muscle movements are automatic. This is true for eating, speaking, writing, driving a car... the list goes on and on. When we begin to learn a behavior, we do it slowly and deliberately. The more we practice, the more our brain and muscles move automatically, until we don't even think about the movement. (How many times have you gotten into your car and reached a destination, and you realized you didn't even notice yourself starting the car, putting on a turn signal, or making a turn?) The same is true for developing articulation habits. In this case, practice does make perfect.
Students who practice their daily home exercises tend to make swifter progress in articulation therapy. Practice sheets are routinely sent home with students. Save and practice them on a regular basis.
Activities you can do at home:
1. Help your child become aware of their speech sound by pointing out things in the environment that contain the
sound. This can be accomplished a number of ways:
a. Go on a “Sound Walk." Hunt for things in or outside of the house that have the speech sound.
b. Look through magazines for pictures or words that have his/her speech sound.
c. When driving, look for things with the child’s sound.
d. Play "20 Questions." Think of a word or object that has the speech sound. Have your child ask questions to
figure out the object. Too difficult? Give your child clues and have him/her guess.
2. Once your child can say the sound correctly in words, have him/her practice saying some of those words for you. When
that becomes easy, practice with sentences.
a. Spelling Search - Have your child search spelling lists for words containing their sound. Say them aloud.
b. Silly Sentences - Who can make up the silliest sentence using speech words?
c. Challenge Sentences - Who can make up the sentence using the most speech words?
d. Tongue Twisters - Do you know a tongue twister that has your child’s speech sound? Use those for practice then try
making some of your own.
3. Once your child has mastered their speech sound in words and sentences, it's time to read aloud. For beginning readers,
this may be from a favorite story book. You can use poems, the Sunday funnies, comic books, cereal boxes, signs,
video or board game instructions... Anything your child enjoys reading. (This helps improve reading skills, too!)
4. Encourage your child to use the sound correctly for short periods of time during the day. This is called “carryover." Can
your child carryover good speech every time he/she says a sibling's name? A pet’s name? A favorite food?
5. Once your child is able to use good speech for longer periods of time, try these conversational activities:
a. Make a phone call using good speech.
b. Use good speech all during supper.
c. Use good speech in the car on the way to practice, lessons, or school.
d. Use good speech while going over homework.
6. If you are unsure which sound(s) your child is currently working on, refer to his/her most recent IEP or contact your
speech pathologist.
The keys are to keep practice fun and to teach your child that good speech is not just for speech class.
Don’t let speech practice become a source of conflict. Avoid times when your child is tired or upset to expect good speech, and praise your child as he/she acquires new skills.
Please check the Links page for online activities.
Information adapted from http://talbotslp.webs.com/parenttips.htm, http://speechtherapist.tripod.com/artic.htm, http://www.asha.org/public/speech/disorders/speechsounddisorders.htm#signs_artic,