Study Notes on Speech Sound Disorders in Pediatric Speech Pathology

Introduction

• Speaker: Professor Sharon McLeod

• Course: SPH 530 - Intervention for Sensory Motor Dependency in Speech Pathology, focused on pediatric speech.

• Lecture Context: This is the second lecture for week one, focusing on review of speech sound disorders related to Chapter Two of the textbook.

Acknowledgements

• Special thanks to:

  • Helen Blake for sharing her slides

  • Pearson for uploading Elise Baker's slides

• Acknowledgment of the traditional custodians of the land (Wiradjuri country).

  • Respect paid to past, present, and emerging elders.

Overview of Chapter Two

• Contents:

  • Focus on classification, causes, and co-occurrence of speech sound disorders.

  • Key aim: to explain the differences among types of speech sound disorders.

• Key Terms:

  • Phonological impairment

  • Inconsistent speech disorder

  • Articulation impairment

  • Childhood apraxia of speech

  • Childhood dysarthria

• Conceptualizing speech sound disorders:

  • Phonological Representation: Mental organization of speech.

  • Perception: Occurs in the ears.

  • Motor Production and Articulation: Occurs in the mouth.

  • Intelligibility and Acceptability: Interaction of speech with the environment.

• Implications: Children may have difficulties in one or more of these areas.

Types of Speech Sound Disorders

• Categories of disorders:

  • Phonological Disorders

  • Motor Speech Disorders

• Purpose of classification: Helps in creating intervention strategies and setting goals.

Phonological Impairment

• Definition: Most common type of speech sound disorder, recognized as a cognitive linguistic difficulty.

• Characteristics:

  • Difficulty in organizing and categorizing speech sounds.

  • Involves pattern-based speech errors.

  • Example 1: "tink" for "think" (substitution of /th/ sound).

  • Example 2: Substituting velar processes with alveolar processes.

• Clinical examples from textbook:

  • Case Study: Luke, who uses General American English, displays characteristics of phonological impairment.

  • No other medical concerns, difficulty with patterns in speech.

Inconsistent Speech Disorder

• Definition: Characterized by inconsistent productions of the same word.

• Example: The child "Jared" produces different pronunciations for the same word in each instance.

  • e.g., variations in the pronunciation of words such as "tongue" or "birthday cake".

• Note: This fits into phonological assembly difficulties without motor difficulties.

Articulation Impairment

• Definition: Involves physical aspects of speaking, mainly concerning sibilance (/s/, /z/) and rhotic sounds (/r/).

• Distinctions in historical context:

  • Early literature: All children were classified under articulation disorders.

  • Shift in the '70s and '80s: Classification moved toward phonological impairments.

• Characteristics:

  • Involves physical production difficulties, often identified as misarticulations.

  • Example Case: Susie (age 7), demonstrates lateralization (slushy sound) of /s/ and /z/.

Childhood Apraxia of Speech (CAS)

• Definition: Motor speech disorder characterized by difficulty planning and programming movement sequences.

• Conflicting terminologies exist (developmental dyspraxia, developmental verbal dyspraxia, etc.).

• Characteristics:

  • Difficulty with oral movements (e.g., moving the tongue).

  • Issues with stress patterns in speech.

  • International Phonetic Alphabet (IPA) symbol for a syllable break is critical in assessment.

Childhood Dysarthria

• Definition: A motor speech disorder involving difficulty with the control of speech muscle movements.

• Commonly associated with neurological impairment, traumatic brain injury, or conditions such as cerebral palsy.

• Clinical Case: Leon (age 14, with cerebral palsy) shows breathing and voicing difficulties in speech output.

  • Example pronunciation: Difficulty in saying the word "chocolate."

• Note: Six different types of dysarthria exist.

Importance of Knowledge Application

• Knowledge of speech sound disorders is essential in clinical practice for proper assessments and interventions.

• Holistic approach required: Consideration of comorbid conditions such as developmental language disorder, literacy issues, stuttering, and voice difficulties.

• Activities suggested for practical application:

  • Description of speech disorders to families

  • Creation of informational brochures

Discussion and Reflection

• Engaging questions for consideration:

  • What might health and education professionals need to assess regarding these disorders?

  • Application of chapter concepts in practical clinical settings.

Conclusion

• Importance of understanding and recognizing the complexities of speech sound disorders in children for effective intervention and support in educational and clinical settings.

Introduction

• Speaker: Professor Sharon McLeod

• Course: SPH $530$ - Intervention for Sensory Motor Dependency in Speech Pathology, focused on pediatric speech.

• Lecture Context: This is the $2^{nd}$ lecture for week $1$, focusing on review of speech sound disorders related to Chapter $2$ of the textbook.

Acknowledgements

• Special thanks to Helen Blake and Pearson (for Elise Baker's slides).

• Acknowledgment of the traditional custodians of the land (Wiradjuri country).

Overview of Chapter $2$

• Contents: Focus on classification, causes, and co-occurrence of speech sound disorders.

• Key Aim: To explain the differences among types of speech sound disorders. [ESSENTIAL FOR SUBJECT MASTERY]

• Key Terms:

  • Phonological impairment

  • Inconsistent speech disorder

  • Articulation impairment

  • Childhood apraxia of speech

  • Childhood dysarthria

• Conceptualizing Speech Sound Disorders:

  • Phonological Representation: Mental organization of speech.

  • Perception: Occurs in the ears.

  • Motor Production and Articulation: Occurs in the mouth.

  • Intelligibility and Acceptability: Interaction of speech with the environment.

• Implications: Children may have difficulties in one or more of these areas.

Types of Speech Sound Disorders

• Categories: Phonological Disorders and Motor Speech Disorders.

• Purpose of Classification: Helps in creating intervention strategies and setting goals. [CRITICAL CLINICAL APPLICATION]

Phonological Impairment

• Definition: Most common type, recognized as a cognitive linguistic difficulty.

• Characteristics:

  • Difficulty organizing and categorizing speech sounds.

  • Involves pattern-based speech errors (e.g., "tink" for "think").

Inconsistent Speech Disorder

• Definition: Inconsistent productions of the same word without motor difficulties.

• Example: A child producing multiple different pronunciations for "tongue" or "birthday cake."

Articulation Impairment

• Definition: Physical aspects of speaking, mainly sibilance ($/s/$, $/z/$) and rhotic sounds ($/r/$).

• Case Example: Susie (age $7$), demonstrating lateralization of $/s/$ and $/z/$ (slushy sound).

Childhood Apraxia of Speech (CAS)

• Definition: Motor speech disorder targeting difficulty planning and programming movement sequences.

• Critical Marker: The International Phonetic Alphabet ($IPA$) symbol for a syllable break is critical in assessment and required for passing evaluations of this disorder.

Childhood Dysarthria

• Definition: Motor speech disorder involving muscle control difficulty. Often linked to neurological impairment (e.g., cerebral palsy).

• Types: There are $6$ different types of dysarthria.

• Example: Leon (age $14$), shows breathing and voicing difficulties.

Importance of Knowledge Application

• [REQUIRED FOR SUBJECT SUCCESS]: Knowledge of speech sound disorders is essential in clinical practice for proper assessments and interventions.

• Holistic Approach: Must consider comorbid conditions (developmental language disorder, literacy issues, stuttering).

• Practical Tasks: Students must be able to describe disorders to families and create informational brochures.

Discussion and Reflection

• Assessment Focus: What health and education professionals need to assess regarding these disorders.

• Application: How to apply chapter concepts in clinical settings.