2.
WHAT IS ARTICULATION ?
▪ Articulation is the process to formulate sounds,
syllables, and words by using articulators ( tongue,
jaw, teeth, lips, and palate alter the air stream coming
from the vocal folds.)
3.
ARTICULATIONAND
PHONOLOGICAL DISORDERS
People with articulation and phonological disorders produce
words that sound different than the words that are produced by
most other speakers
Severe articulation and phonological disorders can really affect
the way linguistic knowledge (semantics, syntax, pragmatics)
is expressed, and in turn can have a negative impact on
communication ability
4.
TYPES OF ARTICULATORS
▪ Speech organs or articulators, produce th
of language. Organs used for speech inc
lips, teeth, alveolar ridge, hard palate, ve
palate), uvula, glottis and various
the tongue. They can be divided into tw
passive articulators and active articulators.
11.
What is Articulation Disorders
▪ A speech disorder involving difficulties in
articulating specific types of sounds. Articulation
disorders often involve substitution of one sound for
another, slurring of speech, or indistinct speech.
12.
CLASSIFICATION OF ARTICULATION
DISORDERS
▪ FUNCTIONALARTICULATION
DISORDERS
When unknown pathology is causing the errors.
Children with functional articulation disorders
demonstrate speech production errors in the absence
of any identified etiology.
13.
ORGANIC DISORDERS
▪ Result from known physical causes, such as cleft palate, neu
dysfunction, or hearing impairment. Some children may dem
both functional and organic deficits.
14.
CLEFT PALATE
▪ This is a congenital malformation of the pala
and/or lip that results from the failure of o
structures to fuse at midline during the fi
trimester of pregnancy (4 to 12 weeks gestatio
15.
HEARING IMPAIRMENT
▪ Hearing impairment refers to a significant loss in
auditory acuity
▪ There are two major types of hearing impairments:
conductive and sensorineural.
16.
CONDUCTIVE HEARING LOSS
▪ Refers to a disruption in the mechanical transmission of
sounds from the external auditory canal to the cochlea (inner
ear))
▪ Conductive losses do not exceed 60 dB HL (decibel hearing
level) and generally are amenable to medical treatment.
17.
SENSORINEURALHEARING LOSS
▪ loss involves a deficit in the neural transmission of sound impulses through
the cochlea hair cells or the auditory nerve.
▪ The degree of loss can range in severity from mild to profound. The
majority of children with hearing losses are typically labeled hard of
hearing (loss of <80 dB HL) and can
18.
CHILDHOOD APRAXIAOF SPEECH
▪ A speech-motor planning disorder characterized by a
reduced ability to volitionally sequence movements of
the articulators for speech in the absence of paralysis,
incoordination, or weakness of the oral musculature
(dysarthria).
19.
TYPES OF ARTICULATION ERR
▪ Speech sound production is a complex process that involves
planning, coordination, and movement of different articulators
the jaw, lips, teeth, tongue, palate, cheeks, and “voice box”).
articulation produces clear speech. Another name for clear s
intelligibility.
20.
FOUR MAIN ERRORS
▪ A child can make the following articulation errors when producin
speech sounds: Substitutions, Omissions, Distortions, and/or Addition
An easy way to remember these is to use the acronymSODA
21.
SODA
▪ S SABSTITUTIONS:
Replace one sound with another sound. Examples: “wed” for “red,”
“thoap”for “soap,” “dut,”for “duck”
▪ O OMISSIONS:
Omit a sound in a word. Note: This error affects intelligibility the most,
making speech more difficult for the listener(s) to understand.
Examples: “p ay the piano” for “play the piano”, “g een nake” for
“green snake”
22.
▪ DISTORTIONS
Produce a sound in an unfamiliar manner. Examples: “p
(nasalized—sounds more like an “m”) for “pencil,” “sun” (lis
sounds “slushy”) for “sun”
▪ ADDITION– ADDITIONS
Insert an extra sound within a word. Examples: “buhlack hors
“black horse,” “doguh,” for “dog
23.
▪ Phonological processes are patterns of sound errors t
developing children use to simplify speech as they are lea
A phonological disorder occurs when phonological proc
beyond the age when most typically developing children h
using them or when the processes used are much differe
would be expected.
24.
▪ Number of Errors
▪ Error Types (substitutions, omissions, distortions,
additions)
▪ Form of Errors (distinctive features, phonological
processes)
▪ Consistency of Errors
▪ Intelligibility
▪ Rate of Speech
▪ Prosody
▪ Language Assessment
25.
APPROACHES FOR TREATMENT
ARTICULATION DISORDERS
▪ There are a variety of phonetic (i.e., articulation) a
logical (i.e., linguistic rules) approaches to interventi
basic remediation approaches are described below
26.
ORAL-MOTOR THERAPY
▪ Oral-motor therapy for children with functional articulation
disorders generally consists of a variety of tongue, lip, and jaw
exercises.
27.
HIERARCHY OF ORAL-MOTOR
TREATMENTSTEPS
1. NORMALIZE ORAL SENSITIVITY (BOTH HY
HYPERSENSITIVITY).
▪ SAMPLE ACTIVITY:
▪ Gradually introduce firm, graded pressure along the child’s gums from
using fingertips or a textured implement. If the child reacts negative
activity by applying the pressure to an area where touch has b
previously.
28.
INCREASE JAW CONTROL TO PROVIDE A
STABLE BASE FOR FINELY GRADED
MOVEMENTS OF THE LIPS AND
TONGUE
▪ Place fingers on the child’s jaw. Use thumb to quickly pull the jaw dow
in a firm, gentle manner. Tell the child to try to close his or her mout
while the clinician guides upward movement with his or her index finger.
29.
STRENGTHEN LIP MOVEMENT/INCR
MUSCLE TONE
▪ SAMPLE ACTIVITY:
▪ Use the pads of fingers to stroke diagonally from
cheekbones to lips. Tell the child to hold a straw horiz
lips for at least five seconds. Release and repeat.
30.
IMPROVE TONGUE CONTROL FOR
ELEVATION AND LATERALIZATION
▪ SAMPLE ACTIVITY:
▪ Place a finger or tongue depressor flat against the child’
Instruct the child to try to push his or her tongue tip
pressure.
