Articulation Disorder Research Paper

W.C., a 26 year 11 month old woman, was brought to the Florida Atlantic University-Communication Disorders Clinic (FAU-CDC) by her boyfriend for a Speech-Language Evaluation. She was referred to the FAU-CDC by her neurologist for word finding difficulties and a possible articulation disorder after a left hemisphere hemorrhagic stroke one month ago. According to her boyfriend, W.C.’s symptoms began immediately following her stroke and are characterized by word finding difficulties, slowed and choppy speech, and mispronunciation of certain consonants that is affecting intelligibility along with a strained voice.

A phonological process is a typical pattern that all young children use when developing their speech. The child’s brain creates rules to simplify speech sounds and make words easier to say. As children grow older, they outgrow these patterns on their own and eventually, their speech becomes intelligible. A phonological process disorder is when a child continues to exhibit these patterns past the age expected for them to disappear. Phonological processes consist of syllable structure processes, substitution process, and assimilation processes.

Not being able to speak or having a speech impediment can be very difficult for some people. If there was a way to reverse these sorts of problems, we could greatly improve the lives of those affected by speech disabilities. There is now a pill that may be able to help. The University of Iowa has done a study on this pill that researchers say will temporarily stimulate part of the brain to treat people with speech deficiencies. The study was done on two groups of people, both with speech impediments. One group, the treatment group, received the pill while the placebo group received a sugar pill.

If my partner was an actual client, I would not recommend treatment based on her formal articulation assessment performance from the Arizona Articulation Proficiency Scale, Third Revision. The client’s hypothetical age was 3 years, 10 months, and 27 days old. This put her in the 3-11 age category. Although, my partner did produce some errors. She was intelligible, and scored 85.0 to 94 on the speech intelligibility interpretation values. According to her Arizona-3 total score, her level of articulatory impairment was within normal limits. The errors she produced consisted of instances of /f/ for / θ/, velar fronting with /k/ for /t/, gliding, and depalatization. She produced /tw/ for /tr/, /pw/ for /pl/, /w/ for /l/, /w/ for /r/, and /gw/ for

With a very young child, they may not coo or babble during infancy, produce first words late and lack some sounds, only produce a few different consonant and vowel sounds, have difficulty combining sounds, avoid using difficult sounds by replacing or deleting them, and experience eating problems. In older children, common signs are that they can comprehend language much easier than they can produce it, struggle more with language production when anxious, are hard to understand, sound choppy and monotonous, seem to grope to produce certain sounds, and have difficulty imitating speech, though they are more fluid and clear with imitation than with spontaneous production. At any age, a child may portray delayed language development, issues with expressive language, fine motor impairments, hypersensitivity, hyposensitivity, and difficulty learning to write (“Childhood Apraxia,” 2011). Other reported possible symptoms of CAS include extended reliance on nonverbal communication and omission of consonant sounds in the initial and final positions of words (“Apraxia: Symptoms, Causes,” n.d.).

There are different aspects to phonics that should be taken into account by teachers. The first is how important phonics is to children. It is said that “both phonics and fluency need to be taught, practiced, and nurtured in the earliest stages of reading instruction and provided to students at

According to Drummond R., and Jones K. (2010), communication disorders are problems that affect an individual’s speech or language functioning. Speech disorders generally include problems with producing speech sounds (articulation), controlling sounds that are produced (voice), and controlling the rate and rhythm of speech (fluency). In addition, language disorders generally include problems using proper forms of language,

A Speech pathologist provides remediations for varieties of disorders including articulation disorders, cognitive delays, swallowing problems, oral motor and oral feeding problems, auditory processing disorder, voice disorders, stuttering and fluency, receptive language delays and impairments, pragmatic disorders, expressive language delays, and social language use (Pritchard). Speech pathologists share the love of changing people’s lives and forming relationships with their different clients, along with their client’s families (Jennings). Speech pathology, an essential aspect out of all the different communication difficulties, comes with problems with literacy that relate to speech pathologists who specialize in this issue (Mercury). Speech

Communication Disorders: This type of disorder is connected with speech or language disorders and it represents at least 1.7% of students ages 6-21. Speech disorders deal with difficulty in producing and pronouncing specific sounds or words and language disorders deal with difficulty in putting words together correctly in order to get their ideas across to everyone else. Usually the causes for communication disorders are not known but other times students obtain a communication disorder as a result of another disability like TBI or cerebral palsy. When it comes to identifying this disorder, parents are usually the ones to notice first if their child is already 3, for example, and still does not talk. When the disability has been identified

Communication is very crucial in life, especially in education. Whether it be delivering a message or receiving information, without the ability to communicate learning can be extremely difficult. Students with speech and language disorders may have “trouble producing speech sounds, using spoken language to communicate, or understanding what other people say” (Turkington, p10, 2003) Each of these problems can create major setbacks in the classroom. Articulation, expression and reception are all essential components for communication. If a student has an issue with articulation, they most likely then have difficulty speaking clearly and at a normal rate (Turkington, 2003). When they produce words, they

Phonological awareness is a very important factor of emergent literacy because it helps children’s reading and construction of meaning.

Communication disorder is impairment in being able to receive, send, process, and understand concepts of verbal or nonverbal communication”. It can affect hearing, language, and speech. (ASHA) A speech disorder is when the articulation or speech is impaired, which includes articulation, fluency, and voice disorders. Language disorder is when comprehension or spoken or written language is not understood. There are three areas that can be affected which include form of language, content of language or function of communication. (ASHA)

“Phonological disorders in children can result from physical or organic causes or may be functional in nature ("Phonological disorders in," 2013)”. Children with a phonological disorder may experience a higher risk for reading and writing disabilities. “If left unresolved, phonological disorders have long-term consequences that may interfere with an individual's future social, academic, and vocational well-being, largely resulting from persistent, reduced intelligibility of speech ("Phonological disorders in," 2013).”

Prior to being introduced to Roger, I was familiar with distinguishing a language disorder, language difference, language delay, an articulation disorder, and a phonological disorder. A language disorder is present in all of the spoken and written languages the individual exhibits. The common misconception is that a language disorder may appear in one language and remain dormant in another language. A language delay is where the child presents the milestones of language at a later time from his/her peers. On the other hand, a language difference is where two or more individuals are not familiar with the form, content, and use of each other’s languages. Furthermore, speech disorders fall into two divisions known as phonological and articulation disorders. Phonological disorders are present when an individual is unable to produce the correct pronunciation of a phoneme despite placing their articulators in the correct placement. However, an articulation disorder is where the individual is unable to produce certain phonemes due to incorrect placement of their articulators, such as not being able to place their tongue on their alveolar ridge.

A phonological disorder is when a child has a problem with producing sound that is needed for the child to speak. Children with phonological disorder can have problems controlling their rate of speech and can fall behind when learning certain sounds. 2 to 3 year old