Speech Language Therapy for Children with Articulation & Phonological Disorders

Michael - Articulation & Phonologial DisorderFunctional assessment of articulation and phonological disorders in children is based on an understanding of normal development of speech production skills and includes evaluation of:

  • Articulation (phonetic mastery) refers to the correct production of individual speech sounds. Assessment involves the use of standardized tests to identify errors in the production of individual speech sounds (phonemes) in initial, medial and final positions in single words. The child may have an articulation disorder if errors continue past the expected age.
  • Phonological development looks at the development of speech sound patterns observed in the production of syllables, words or longer units of spoken language. Assessment involves the use of standardized tests to evaluate patterns of errors such as "final sound deletion" (/ha/ for "hop"), "velar fronting" (/ti/ for "key") and "initial voicing" (/bat/ for "pat").

Speech sound acquisition is often looked at in stages, with various competencies expected at each stage. Children who follow the normal developmental progression will tend to be 25% intelligible to their parents at 1 year, 50–75% intelligible at 2 years, and 75–100% at 3 years. There is always individual variation, and changes in intelligibility can be expected with increased length of utterance or decreased familiarity with the context in which the utterance is delivered.

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Speech Language Therapy

Phonological Disorders are sound production disorders in which patterns of errors, or phonological processes, are identified and thought to be linguistically based. Use of phonological processes (e.g. omitting ending sounds or substituting front sounds for back sounds) is typical as children progress through stages of speech and language development. Prolonged or excessive use of phonological processes creates difficulties with intelligibility, and approaches to treatment tend to focus on building skill through listening activities.

Many complex processes contribute to a child’s ability to speak, one of which is motor learning. Children with motor processing disorders may also present with the use of phonological processes such as final sound deletion, but for different reasons than the child who experiences difficulty hearing the difference between the word with or without the ending consonant (linguistic or "rule–based" deficit).

PROMPT® Therapy and Phonological Disorders

At Donna Lederman, SLP, P.C., we evaluate articulation and phonological disorders and provide a comprehensive assessment of speech motor control to determine the relative contributions of both linguistic and motor processing systems.

Children whose speech acquisition is affected by motor impairment benefit from the use of techniques to support and guide oral muscular movements for speech production. PROMPT is based on the principles of motor learning, and strongly emphasizes the merging of motor, linguistic and social aspects of developing communication skills.

Michael - Articulation & Phonologial Disorder

Donna Lederman, Speech-Language Pathologist, P.C.
Call Today: Nassau: 516.746.2090  |  Suffolk: 631.486.6916