Speech Speech DevelopmentDevelopment

PROMISE Years PROMISE Years

Speech-Language PathologistSpeech-Language Pathologist

Speech-Language Speech-Language PathologistsPathologists

• Where you can find us…• Who we provide intervention for…• What we do…

What is Speech?What is Speech?• “how” we say things• Pronunciation of sounds in words• Also referred to as articulation

Articulation vs. PhonologyArticulation vs. Phonology• Articulation – acquisition and

production of specific sounds (e.g. /w/ for /r/ wun for run)

• Phonology refers to the rules that govern the combination of sounds into syllables and words and the acquisition of sound patterns (e.g. /t/ for /k/ tat for cat)

Impact of Sound Errors on Impact of Sound Errors on CommunicationCommunication

• Misunderstanding the child’s needs• Frustration• Behaviour problems• Reduced language• Social difficulties• Self-esteem• Spelling and reading difficulties in

school

How Does Speech Develop?How Does Speech Develop?• The development of speech sounds

involves:– Motor control of the jaw, lips, tongue,

hard and soft palate and vocal folds– Child’s ability to hear and distinguish

speech sounds– Child’s cognitive development

How Does Speech Develop?How Does Speech Develop?• Children make sounds from birth• Infants engage in vocal play and

experiment with sound production• Babbling begins at about 6 months,

sounds become more adult-like and babies begin to use adult inflection

• Babies learn everything they need to know about speech in the first year of life

How Does Speech Develop?How Does Speech Develop?• Babies will attempt to imitate speech

and non-speech sounds• First words emerge between 12-18

months• Initially, a child will be limited in their

use of consonants and vowels• Children often show a preference for

a given sound

How Does Speech Develop?How Does Speech Develop?• Children need to use a variety of sounds

before combining sounds into words• Children learn to say sounds on their own

before saying a sound in a word• As children babble and use jargon, they

practice combining different sounds• If a child only uses a few different sounds,

we need to work on building their sound repertoire

How Does Speech Develop?How Does Speech Develop?• As a child develops, they use more sounds

and sound combinations• Initially, children make sound errors that

are developmental– E.g. “da” for “dog”

• It is the type of errors and age at which they are made which determines a speech delay

• Some sounds may not develop until school age (e.g. /l, r/ and ‘th’)

Typical Articulation Typical Articulation DevelopmentDevelopment

• Age (1-2) - All vowels and simple sounds(m, n, h, w)

• Age (2-4) - Early sounds (p, b, k, g, t, d)• Age (3-5) - Later sounds (f, v, s, z, sh, ch, j)• Age (4-7) - Latest sounds

(l, r, th, and blends)** By the time children reach 7 years of age they

should have developed all of these sounds

GuidelinesGuidelines• All children develop at different rates

• Speech intelligibility to an unfamiliar listener

Age 2 – approx. 50% Age 3 – approx. 75%Age 4 – approx. 90%

If You Can’t Understand…If You Can’t Understand…• repetition• more info about the word• ask the child to show you• different word• encourage full sentences• be honest

How Does a Child Learn How Does a Child Learn Sounds?Sounds?

• By listening– Children need to hear the sound many

times before they can produce it

• Opportunities for listening occur all day long– Conversations with caregivers – Being read to– Singing songs and rhymes

How Does a Child Learn How Does a Child Learn Sounds?Sounds?

• Sounds are learned systematically• Simple sounds are learned first

– E.g. sounds made with the lips /p,b,m/– “mama”, “baby”

• Children also have to learn to sequence sounds together– E.g. “wawa” for “water”

What Each Child Has to What Each Child Has to Learn About SpeechLearn About Speech

• There are rules of speech sound production– Words have sounds at the beginning, middle

and end– Some sounds can be stretched out

• E.g. “f”, “sh”, “s”

– Some sounds can’t be stretched out• E.g. “t”, “d”

– Some sounds require vocal fold movement and others don’t

• E.g. “p” vs. “b”

What is a Speech What is a Speech Delay/Disorder?Delay/Disorder?

• Delay – child follows a typical pattern of development, but at a slower rate

• Disorder – child makes sound errors that are different from those seen in most children– E.g. “ag” for “dog”– lisp

PhonologyPhonologyAges at Which These are Typically Ages at Which These are Typically

MasteredMastered• Final Consonant Deletion (Age 3-3½)

e.g. coat=coe• Stopping- f,s (Age 3)

e.g. soap=dope• Syllable Deletion (Age 4)

e.g. banana=nana• Cluster Reduction (Age 4)

e.g. spoon=poon• Gliding of Liquids (Age 5)

e.g. leg=weg

Motor Speech DifficultiesMotor Speech Difficulties• Some children may have difficulty

producing some speech sounds due to difficulties with the motor speech system– Muscle weakness– Lack of coordination of muscles– Paralysis– Difficulties coordinating and sequencing

movements required for speech

Possible Causes of Speech Possible Causes of Speech Sound ProblemsSound Problems

• Hearing loss• Genetic syndromes e.g. Down

Syndrome• Congenital problems e.g. Cleft

lip/palate• Injury e.g. head injury• Illness e.g. meningitis• Unknown or unidentifiable

Ear InfectionsEar Infections• A child with frequent ear infections

and/or middle ear fluid experiences a temporary hearing loss which may continue up to 6 weeks after the infection heals

• Similar words may sound the same• Child may have difficulty hearing

final consonants and word endings

Types of Speech ErrorsTypes of Speech Errors• Omissions

– A sound is left out of a word– E.g. “ma” for “mop”, “pider” for “spider”

• Distortions– A sound is produced unclearly or incorrectly – E.g. lisp “thoup” for “soup”

• Substitutions – One sound is produced for another– E.g. “tar” for “car”, “ticken” for “chicken”

Where to Start?Where to Start?• Sounds to work on may have been

identified by the SLP at the screening appointment

• Choose 1 sound to work on at a time (at least a week)

• Remember:– Developmental sequence of sounds– The child’s readiness or stimulability

Where to Start?Where to Start?• Possible goals may include:

– S-blends (e.g. spider, star)– Use of final consonants (e.g. hop, cub)– Develop or expand imitation skills

• Motor imitation (e.g. clap hands)• Sound imitation (e.g. “mmm”, “beep”)• Word imitation

– Increase sound repertoire

One Step at a TimeOne Step at a Time• Children learn speech sounds

gradually• Once you introduce a sound, it will

not be used in conversation right away

• Children need to experience success at a given step before moving on

One Step at a TimeOne Step at a Time1. Isolation “k”2. Words “car”3. Phrases “my car”4. Sentences “I want a car”5. conversation

ModelingModeling• Model good speech habits and

pronunciation• Emphasize the sound your child is

working on in your own speech during your daily interactions

ModelingModeling• Choose a few words with your child’s

sound and use them throughout the day• Provide lots of repetition of the sound and

words• Do not put any demands on your child to

say the sound or words• If the child makes an attempt to imitate

you, provide lots of praise. If not, keep modeling.

ModelingModeling• Ignore errors by not bringing them to

the child’s attention• Repeat the child’s message slowly

and clearly using the correct sounds– E.g. if the child says “I need a poon”,

you say back “I need a spoon”

Remember…Remember…• Remember to praise all of the child’s

efforts! • Be specific in how you praise

– “I like the way that you slowed down to tell me that”

– “Good job using your sounds!”– “You kept your tongue in for that s

word!”

Games and ActivitiesGames and Activities• Keep it fun!• Read books with the child’s target

sound• Sing songs and nursery rhymes• Find items around the house that

begin with the target sound• Create scrapbooks of pictures that

start with the target sound