Lecture 1: Articulation Disorders SLP 322 PDF

Lecture 1: Articulation disorders SLP 322 Course coordinator : Dr. Abdulaziz Almudhi  Plan 1. Fundamentals of articulatory phonetics 2. Speech sound acquisition 3. Phonological processes Cette photo par Auteur inconnu est soumise à la licence CC BY-S 1....

Lecture 1: Articulation disorders SLP 322 Course coordinator : Dr. Abdulaziz Almudhi  Plan 1. Fundamentals of articulatory phonetics 2. Speech sound acquisition 3. Phonological processes Cette photo par Auteur inconnu est soumise à la licence CC BY-S 1. Fundamental s of articulatory phonetics 2. Speech sound acquisition The main stages of Language Acquisition 01 02 03 04 Pre-speech Babbling One word Combining stage stage (holophrasti words c) stage stage Pre-speech stage Babbling stage One word (holophrastic) stage  Frequency : generally, sounds which occur frequently in large number of words will be acquired before sounds that occur less frequently. Consonants are first used correctly at the biginnings of words. Consonants at the end of words present more difficulty Example: « push » versus « rip »  3. Phonological processes making words easier Phonological processes are patterns of Deletion sound errors that typically developing Final children use to simplify speech as they consonants may are learning to talk. These processes occur because children do not have be dropped the ability to coordinate the lips, Unstressed tongue, teeth, palate, and jaw for clear syllables are speech often deleted Making words easier (phonemic Consonant simplification) Phonological processes are patterns of clusters are sound errors that typically developing reduced children use to simplify speech as they are learning to talk. These processes occur because children do not have the ability to coordinate the lips, Making words easier (phonemic simplification) Substitution Easier sounds are substituted for harder ones: « r » becomes « w » « th » becomes « d » , «n » or « f » « t » becomes « d » « p » becomes « b »  Each child follows a unique developmental timetable  Every speech-language pathologist knows that there is a huge variation in the time it takes for children to learn to talk.  Some children are fast to talk; some are slow..  In a comprehensive study, researchers found that the final age of acquisition, called the speech normalization boundary, is 8.5 years.  This means that sound differences persisting past 8.5 years are not likely to spontaneously correct.  When children are slow to develop speech or produce sounds that are noticeably different from children of the same age, parents generally become concerned. They seek information about what is normal and what is atypical. Consultation with a speech language pathologist often satisfies this need for information. Here are typical questions and answers. What is meant by “typically developing speech”? This means that children produce sounds at expected ages and are intelligible when compared to other children their age. The age thresholds are set high enough that slow talking children are not inappropriately identified. Many typically developing children make sound errors at some time in their development. What is a speech difference? Speech difference is a neutral term used to describe a sound production that does not match that of a Standard language sound. The difference might be due to maturation, a production unique to the individual, a dialect. Speech differences include sound substitutions (s/sh), distortions (a lisp), additions (usually an extra vowel), and omissions. Speech that is unique to the individual but does not significantly affect intelligibility or attract adverse attention is considered a speech difference. What is a speech disorder? A speech disorder is the impairment or atypical development of a sound or group of sounds that results in reduced speech intelligibility. The child substitutes, distorts, adds, or omits sounds at an age when the sound should be produced correctly. Many speech distortions, such as a mild lisping s, do not reduce intelligibility. Articulation deficits. The child incorrectly produces or omits one or more of the following sounds: l, s, z, ch, j, sh, r, or th. The effect on communication will depend on the type, severity, and number of errors. Identification of this disorder is generally made between the ages of 5 and 8. Phonological deficits. The child incorrectly produces classes of sounds, typically substituting earlier-developing sounds for later-developing sounds and consistently omitting sounds. Children with phonological deficits often substitute t/k and d/g and visa versa. They frequently omit s in blends so stamp becomes tamp and snake, nake. Phonological deficits usually seriously affect intelligibility. Identification is generally made between three and five years.