This document discusses speech disorders. It begins by defining speech disorders as problems with the actual production of sounds. It then outlines several types of speech disorders including dysfluency, articulation disorders, fluency disorders, resonance or voice disorders, apraxia, dysarthria, dysprosody, and muteness. Causes of speech disorders include genetic influences, physical deformities, and neurological malfunctions. Speech disorders can impact people's lives by affecting their social acceptance, confidence, and overall life satisfaction. The document concludes by stating that early identification and intervention can improve life for those with speech disorders.

1. SPEECH DISORDERS
SAFI-UR-REHMAN QAMAR (2017-AG-2943)
UNIVERSITY OF AGRICULTURE FAISALABAD

2. CONTENTS
INTRODUCTION
TYPES OF SPEECH DISORDERS
CAUSES OF SPEECH DISORDERS
IMPECT ON LIFE
CONCLUSION

3. INTRODUCTION
◦ A speech disorder refers to a problem with the actual production of sounds.
◦ Speech gives us a means by which we can connect and build intimate relationships with others.
◦ Speech impediments can take place because of genetic influences, physical deformities or
neurological malfunctions.
◦ Structural defects that disrupt a child’s ability to speak clearly occur in approximately 1 out of every
700 births (Sataloff, 2011).
◦ It has been found that pathologists view emotional hardships as a much less threatening issue than
physical bullying and often lack emphasis on emotional support in speech therapy (Blood, Blood,
Tramontana, Sylvia, & Boyle 2011).

4. TYPES OF SPEECH DISORDERS
1. Dysfluent
2. Articulation Disorders
3. Fluency disorders
4. Resonance or Voice Disorders
5. Apraxia
6. Dysarthria
7. Dysprosody
8. Muteness

5. DYSFLUENT
◦ Howell (2011) defines dysfluent events as
occurrences that interrupt otherwise normal
and fluid speech.
◦ Interjections, word repetitions, part word
repetitions, prolongations, broken words,
incomplete phrases (abandonments), and
revisions (Howell 2011).

6. ARTICULATION DISORDERS
◦ Occur because of a physical abnormality
that prevents clear speech.
◦ Cleft palate, underdevelopment in the lingual
frenulum, and verbal dyspraxia are all forms
of articulation disorders.

7. FLUENCY DISORDERS
◦ This includes problems such as:
1. Stuttering, in which the flow of speech is
interrupted by abnormal stoppages.
2. Partial-word Repetitions ("b-bboy"), or
prolonging sounds and syllables
(sssssnake).

8. RESONANCE/VOICE DISORDERS
◦ This cause problems with the :
1. Pitch
2. Volume
3. Quality of the voice that distract listeners
from what's being said.
◦ These types of disorders may also cause
pain or discomfort for a child when
speaking.

9. APRAXIA
◦ Production of words becomes more difficult
with effort, but common phrases may
sometimes be spoken spontaneously without
effort.
◦ This may result from:
 stroke or progressive illness
◦ Involves inconsistent production of speech
sounds and rearranging of sounds in a word
("potato" may become "topato" and next
"totapo").

10. DYSARTHRIA
◦ It is a weakness or paralysis of speech
muscles caused by damage to the nerves or
brain
◦ Dysarthria is often caused by:
1. Strokes
2. Parkinson's disease
3. Head or neck injuries
4. Surgical accident

11. DYSPROSODY
◦ It is characterized by alterations in intensity, in the
timing of utterance segments, and in rhythm, cadence,
and intonation of words.
◦ The cause of dysprosody is usually associated with
neurological pathologies such as brain vascular
accidents, cranioencephalic traumatisms, and brain
tumors.

12. MUTENESS
◦ It is complete inability to speak.

13. CAUSES OF SPEECH DISORDERS
◦ There are following causes:
1. Genetic Influences
2. Physical Deformities
3. Neurological Malfunctions

14. GENETIC INFLUENCES
◦ Drayna and Kang (2011) located a central
area of the DNA that appears to be
responsible for the disruption of the
lysosomal pathway, a passageway of
enzymes.
◦ They found a region on chromosome 12 that
shows mutation in the GNPTA and NAGPA
genes in many of their stuttering
participants.

15. GENETIC INFLUENCES
◦ Shriber, Tomblin, McSweeny, and Karlsson
(2005) studied phenotype markers in
genetically transmitted speech delays.
◦ The most typically inherited impediments
are errors on the late-8 consonants. The late-
8 consonants include “sh”, /s/, “th”, and
/r/ sounds.

16. PHYSICAL DEFORMITIES
◦ A cleft palate, velopharyngeal dysfunction,
and resonance disorders all have one thing in
common; airflow disruption.
◦ The individual will experience side effects
“including weak or omitted consonants,
short utterance length, nasal grimace, and
compensatory articulation productions”
(Kummer, 2011, p. 198).

17. PHYSICAL DEFORMITIES
◦ Sataloff (2011) researched the major defects
that cause palpable effects on speech which
is an extremely short lingual frenulum.
◦ When the frenulum is too short, the
individual is unable to accurately manipulate
their tongue and articulate sounds (Sataloff,
2011).

18. NEUROLOGICAL MALFUNCTION
◦ Cluttered speech is triggered by a complex
interaction between a person’s physical
makeup and the environment around them
(Ibiloglu, 2011).
◦ Leung and Robson (1990) describe that
situations with high levels of stress can
trigger intermittent episodes of stuttering in
many people.
◦ Johnson (1936), who studied stuttering
remedies, explained that stutters wish to not
experience the stuttering, yet this extreme
desire is what inhibits their clear speech.

19. IMPECT ON LIFE
◦ Speech is the key to communication. When
its not good the following things a individual
suffer:
1. Social Acceptance
2. Lack of Confidence
3. Over All Life Satisfaction

20. CONCLUSION
◦ Wankoff (2011), adolescence and later life
can be improved with early identification
and proper intervention.
◦ Wankoff (2011) found that earlier speech
intervention yielded a much higher
satisfaction and confidence in adolescence
and decreased negative experiences in
school.
◦ This occurs as the impediment is combated
against early, stopping it from becoming an
overpowering and predominant disability.
◦ The students with speech disorders often
suffer from distinctive traits such as anxiety,
stress, nervousness, and a disruption in
typical neurological function (Ibiloglu, 2001).
Emotional support is a component that has been an area traditionally
left out of speech therapy.

21. References
◦ Blood, G., Blood, I., Tramontana, I., Sylvia, A., Boyle, M., Motzko, G., (2011). Self-reported experience of bullying of students who
stutter: Relations with life satisfaction, life orientation, and self-esteem. Perceptual and Motor Skills, 113(2), 353-364.
◦ Blood, G. , Blood, I. , Tellis, G. , & Gabel, R. (2003). A preliminary study of self-esteem, stigma, and disclosure in adolescents who
stutter. Journal of Fluency Disorders, 28(2), 143-159.
◦ Blood, G. , Boyle, M. , Blood, I. , & Nalesnik, G. (2010). Bullying in children who stutter: Speech-language pathologists' perceptions
and intervention strategies. Journal of Fluency
Disorders, 35(2), 92-109.
◦ Craig, H. (1993). Social skills of children with specific language impairment: Peer relationships.
Language, Speech, and Hearing Services in Schools, 24(4), 206-215.
◦ Davis, S. , Howell, P. , & Cooke, F. (2002). Socio dynamic relationships between children who stutter and their non-stuttering
classmates. Journal of Child Psychology and Psychiatry,
43(7), 939-947.
◦ Davis, S. , Shisca, D. , & Howell, P. (2007). Anxiety in speakers who persist and recover from stuttering. Journal of Communication
Disorders, 40(5), 398-417.
◦ Drayna, D. , & Kang, C. (2011). Genetic approaches to understanding the causes of stuttering. Journal of Neurodevelopmental Disorders,
3(4), 374-380.