Child Speech Sound Disorders
Page 1: Objectives
After studying this chapter, students will be able to:
Describe consonants and vowels according to categories of articulation.
Explain theories related to phonological development and disorders.
Identify historical contributors to speech sound disorders.
Compare typical vs atypical speech sound development.
Discuss articulation vs phonological assessment.
Discuss articulation vs phonological treatment.
Describe phonological awareness.
Describe cultural considerations in speech sound disorders.
Page 2: Key Terms
Speech Sound Disorder: Affects production of speech sounds.
Phonological Disorder: Impaired organization of speech sounds.
Phonemes: Basic sound units of a language.
International Phonetic Alphabet (IPA): System for representing phonemes.
Place of Articulation: Where in the vocal tract the sound is made (e.g., bilabial, labio-dental).
Manner of Articulation: How the sound is produced (e.g., stops, fricatives).
Consonant Voicing: Whether vocal cords vibrate (voiced vs voiceless).
Phonological Awareness: Understanding of sound structures within words.
Page 3: Introduction to Speech Sound Disorders
Key milestones include producing single words, typically 1-2 syllables.
As children age, their utterances become longer and more complex.
By ages 6-7, children should produce all English speech sounds.
Children unable to do so may have a speech sound disorder, ranging in severity.
Terminology and Definitions
Phonemes: Consonant and vowel sounds in a language.
Phonology: Study of sound organization and use in language.
Virgules (/): Marks used in phonetics to denote phonemes.
English has a complex sound-symbol relationship; 26 letters represent 42 sounds.
The International Phonetic Alphabet (IPA) represents distinct sounds universally.
Page 4: Consonant Classification
Place of Articulation: Different locations where consonants are formed (e.g., bilabial using both lips).
Manner of Articulation: Types of closures or constrictions in producing sounds (e.g., stops vs. fricatives).
Voicing: Identification of whether sounds are voiced or voiceless.
Page 5: Vowel Classification
Vowels articulated without closure in the vocal tract.
Tongue Elevation: Height of the tongue during production (high/mid/low).
Tongue Advancement: Position of the tongue front/central/back.
Page 6: Phonological Development
Children learn speech sounds gradually from 1 to 6 years.
Vowels acquired before consonants, with an orderly acquisition pattern.
Misarticulations lead to consideration of a speech sound disorder in children.
Page 7: Severity of Speech Sound Disorders
Statistics: 15% of preschool children are affected; about 6% by school age.
Diagnosis includes assessing intelligibility and severity based on normative data.
Boys are more likely than girls to have speech sound disorders.
Page 8: Longitudinal Contributions
Historical understanding of speech sound disorders spans significant research.
Key figures include Edward Wheeler Scripture, Lee Edward Travis, and Grant Fairbanks.
Page 9: Types of Speech Sound Disorders
Organized by presumed causes:
Structural: Physical abnormalities (cleft lip/palate).
Neurological: Issues from the nervous system affecting speech.
Functional: No clear anatomical cause; related to learning and organizing sounds.
Page 10: Treatment Approaches
Articulation Approach focuses on correct speech sound production.
Phonological Approach focuses on modifying a child’s overall phonological system.
Page 11: Current Theories in Speech Sound Disorders
Theories include:
Behaviorist Theory: Emphasizes environmental influences on speech development.
Natural Phonology Theory: Suggests children’s speech reflects natural processes.
Optimality Theory: Focuses on constraints that limit sound production.
Page 12: Assessment and Diagnosis
Assessments involve collecting speech samples and analyzing speech patterns.
Key focus on:
Spontaneous vs. structured sampling.
Understanding misarticulations using SODA and phonological patterns.
Page 13: Phonological Awareness in Treatment
Phonological awareness is crucial in treatment plans to improve communication and literacy skills.
Activities to enhance phonological awareness work alongside speech production tasks.
Page 14: Cultural Considerations
Understanding accents and dialects is crucial in evaluating speech sound disorders.
Bilingual and multilingual competencies affect speech patterns and may influence diagnosis.
Misconceptions about varieties like African American English should be addressed.
Page 29: Summary of Chapter
Types of speech sound disorders: structural, neurological, functional.
Importance of assessment to accurately profile disorder severity and plan treatment.
Effective treatment can improve communication, literacy, and social integration in children.