Characterized by difficulties producing the sounds in a language. Children may struggle to articulate one or more sounds or have a pattern of sound errors, known as phonological processes or patterns. This makes it hard for others to understand them. They may say ‘tat’ for ‘cat’ or ‘wabbit’ for ‘rabbit.’ While some children outgrow these speech errors naturally, others will require professional speech therapy in order to say sounds properly.
What are Speech Sound Disorders?
Every word we speak consists of a string of connected speech sounds. Each sound has its own acoustic and phonetic properties, which means there is a science to how these sounds are produced, but most of us never even think about it! To make speech sounds, we use a combination of airflow from our lungs, vibration from the vocal folds, and precise movements and placements of the tongue, lips, teeth, and palate. While the production of these sounds comes most effortlessly for some people (we hardly even think about it), others are delayed in their ability to produce these sounds.
There may be structural reasons (e.g., cleft lip/palate, underbite/overbite), phonological reasons (e.g., difficulties processing the sound structure of language), neurological or muscle impairments (e.g., apraxia, dysarthria), or other reasons related to the development and production of speech.
What are Speech Sound Disorders?
Every word we speak consists of a string of connected speech sounds. Each sound has its own acoustic and phonetic properties, which means there is a science to how these sounds are produced, but most of us never even think about it! To make speech sounds, we use a combination of airflow from our lungs, vibration from the vocal folds, and precise movements and placements of the tongue, lips, teeth, and palate. While the production of these sounds comes most effortlessly for some people (we hardly even think about it), others are delayed in their ability to produce these sounds.
There may be structural reasons (e.g., cleft lip/palate, underbite/overbite), phonological reasons (e.g., difficulties processing the sound structure of language), neurological or muscle impairments (e.g., apraxia, dysarthria), or other reasons related to the development and production of speech.
Without the ability to make all of the speech sounds in a language, it will be very hard to understand what a child is trying to say. The child may know exactly what they want to say but feel frustrated when others aren’t getting their message. Children’s speech errors may consist of substitutions (making a different sound for the target sound, e.g., tup for cup), omissions (leaving out the sound completely, e.g., ha- for hat), or distortions (making the target sound but in a slightly different way, e.g., having a lisp that impacts the production of /s,z/).
A speech-language pathologist receives years of training and experience in order to be able to evaluate and diagnose the exact nature of a person’s speech sound disorder and provide individualized treatment to improve the client’s ability to speak in a clear and understandable way.
Without the ability to make all of the speech sounds in a language, it will be very hard to understand what a child is trying to say. The child may know exactly what they want to say but feel frustrated when others aren’t getting their message. Children’s speech errors may consist of substitutions (making a different sound for the target sound, e.g., tup for cup), omissions (leaving out the sound completely, e.g., ha- for hat), or distortions (making the target sound but in a slightly different way, e.g., having a lisp that impacts the production of /s,z/).
A speech-language pathologist receives years of training and experience in order to be able to evaluate and diagnose the exact nature of a person’s speech sound disorder and provide individualized treatment to improve the client’s ability to speak in a clear and understandable way.
Did you know?
In typical speech development, children start to say their first words around 12 months.
Between the ages of 2-4 years, it is normal for children to have predictable patterns of speech errors, which eventually go away. These are often called phonological patterns or processes.
If your child is not understandable, has more errors than children his/her age, or is nearing the age of 5-6 years with several sounds in error, you should request an evaluation right away.
Having a history of a speech sound disorder can be a red flag for future difficulties with reading and spelling because the speech, language, and reading systems are all intertwined. This is why an early evaluation is best.
Did you know?
In typical speech development, children start to say their first words around 12 months.
Between the ages of 2-4 years, it is normal for children to have predictable patterns of speech errors, which eventually go away. These are often called phonological patterns or processes.
If your child is not understandable, has more errors than children his/her age, or is nearing the age of 5-6 years with several sounds in error, you should request an evaluation right away.
Having a history of a speech sound disorder can be a red flag for future difficulties with reading and spelling because the speech, language, and reading systems are all intertwined. This is why an early evaluation is best.
What the evaluation looks like
An evaluation of a speech sound disorder consists of several parts. First, I will get a general overview of the sound errors I hear in conversation while sitting and talking with your child. I may ask about their favorite toys, movies, or books, as I write down any speech errors I notice at the conversation level.
I will also give a standardized, norm-referenced assessment, such as the Goldman-Fristoe Test of Articulation, Third Edition (GFTA-3). This is a test that has been developed and published for purchase by licensed professionals. To administer this test, I will show your child a picture of an object and ask your child to tell me the name of the object, while I mark down any sounds produced incorrectly in the target word. It is standardized in that it contains specific questions and procedures for administering the test. It is norm-referenced because the developers of the test gave it to a sample of children at varying ages, which allows me to compare your child’s score to those of his/her same age, which helps identify children who are delayed or not.
Finally, as part of the evaluation, I will conduct what is called an Oral-Motor Exam. This is an examination of the structure and function of your child’s oral cavity, including the tongue, teeth, lips, palate, and anything else necessary for speech production. I may use a tongue depressor or flashlight in order to look inside your child’s mouth, while I ask him/her to perform certain tasks (e.g., move your tongue from side-to-side, open wide, bite down, etc.). It might gently remind your child of going to the dentist!
After doing a conversation sample, a standardized assessment, and the oral-motor exam, I will go home and write up the results into a deliverable report, complete with recommendations and targets for treatment. As soon as I finish the report, I will contact you to set up a time to discuss the details of the report and make a plan for treatment.
Finally, as part of the evaluation, I will conduct what is called an Oral-Motor Exam. This is an examination of the structure and function of your child’s oral cavity, including the tongue, teeth, lips, palate, and anything else necessary for speech production. I may use a tongue depressor or light in order to look inside your child’s mouth, while I ask him/her to certain tasks (e.g., move your tongue from side-to-side, open-wide, bite down, etc.). It might gently remind your child of going to the dentist! After doing a conversation sample, a standardized assessment, and the oral-motor exam, I will go home and write up the results into a deliverable report, complete with recommendations and targets for treatment. As soon as I finish the report, I will contact you to set up a time to discuss the details of the report and make a plan for treatment.
What treatment looks like
Treatment for a speech sound disorder includes several necessary steps for helping your child correctly produce the target speech sounds. First, I will help your child learn how to produce the target sound in isolation (i.e., on its own, without being in the context of a word). If your child is working on the /r/ sound, for example, I will teach your child the tongue placement for this sound. To do this, I may use a mirror, a tongue depressor, a visual model, or my own mouth, to show where the tongue should go. With a variety of tactile, visual, and verbal cues, I will help your child move his/her tongue, lips, teeth, and palate into the precise position necessary for each target sound. Once your child can produce the sound in isolation, the next step will be to make the sound in increasingly more complex contexts. For example, after isolation, we may target syllables, words, phrases, sentences, and conversation. I will provide feedback and guidance at each of these levels to help your child succeed. I will also be able to offer tips and materials for you to try at home with your child when I am not there. The more practice your child gets with each target sound, the better.
How to get started
Contact me today for an evaluation. I will give you a written report of any diagnosis and treatment plan.