Upload
jake-probst
View
1.919
Download
2
Tags:
Embed Size (px)
DESCRIPTION
Citation preview
Articulation Development, Differences and Disorders
COMSDIS 210: Survey of Communication Disorders
Articulation disorder
• A speech sound disorder resulting from difficulty with the physical production of one or more phonemes.
Comparing and contrasting articulation and phonology
• Both are examples of “speech sound disorders”.
• Phonology: the sound system of a language and the rules that govern the sound combinations. (ASHA, 1993)
• Phonological disorders result from lack of awareness and/or use of the linguistic rules governing the use and combination of speech sounds.
ASHA Definition of Articulation Disorder
• “An articulation disorder is the atypical production of speech sounds characterized by substitutions, omissions, additions or distortions that may interfere with phonology.” (ASHA, 1993)
Facts and figuresIncidence and prevalence
• Articulation disorders most commonly occurring communication disorder.
• May affect children and adults; can be result of congenital or acquired etiologies.– 10-15% of preschoolers– 6% of school-age children
• Almost 91% of speech-language pathologists in schools indicated that they served individuals with phonological/articulation disorders (ASHA, 2006)
Types of articulation errors
• Substitutions
• Omissions
• Distortions
• Additions
Substitutions
• One phoneme (the target phoneme) is replaced with another.
• Common substitutions.
Omissions
• A phoneme which has an obligatory context is omitted/deleted.
• Examples
Distortions
• Use of a non-standard allophonic variation of a phoneme in replacement of the target phoneme.
• Diacritic symbols
Additions
• A phoneme is added to a word for which no obligatory context exists.
• Examples
Articulation development
• What is normative data?
• How is it gathered?
• How is it used?
Articulation normative data
• Vowels mastered before consonants.
• Vowels mastered by age 3 years.
• Normative data on mastery of consonants.
• Mastery of consonants may vary by word-position.
• Individual AND cultural differences exist.
A note about articulation differences
• Distinction between articulation disorder and articulation difference
Causes of articulation disorders (Etiologies)
• Structural impairments of the articulatory system
• Anatomical deviations (congenital or acquired)– Craniofacial anomalies
• Dental/orthodontic issues
• Functional impairments of the articulatory system
• Neuromuscular impairments– Weakness, paralysis, spasticity
• Oral motor impairments– Oral motor discoordination
• Myofunctional disorders– “Tongue thrust” (“reverse swallow”)
• Hearing impairment (transient and chronic)
• Perceptual/discrimination impairments
• Mental retardation/cognitive disabilities
• Unknown etiologies– Functional disorders– Residual errors
Disorder-specific components of the articulation evaluation
• Assessment of articulation skills at the word level.
• Assessment of articulation skills in connected speech.– Sentence level– Reading level– Conversational speech level
• Assessment of effects of co-articulation/ facilitating contexts– Contextual testing
• Assessment of stimulability– Stimulability: the degree to which a client can
modify their phoneme production given cues provided by the examiner
• Assessment of ability to auditorily discriminate between accurate and inaccurate productions of the phoneme.– Auditory discrimination
Treatment of articulation disorders
• A variety of treatment approaches available.
• “Traditional Approach to Articulation Therapy” (Van Riper, 1939) continues to be widely used for clients exhibiting residual errors.
• Goal of TAAT: increase production accuracy of the target phoneme in various word positions across the “linguistic hierarchy”.
Linguistic hierarchy
• Isolation• (nonsense) Syllable level• Word level• Phrase level• Sentence level• Reading level• Conversational speech level
Ways to help a child with an articulation disorder
• Be a good speech model.
• Be a knowledgeable referral source.– Understand developmental & cultural norms– Make referral to SLP for evaluation & diagnosis
• Never tease/ridicule.– Focus on the message, not the manner.
• Reinforce accurate productions.
• Leave intervention to the SLP.
• Realize that treatment is a process.– Takes time and skill.– Many factors relate to speed at which goals are
accomplished.