The Principles And Practices Of Differential Diagnosis Of Speech Sound Disorders And The Possible Models Used

Summary of Interpretation: Given the information provided in Interpretation A, the clinician diagnosed Kara-Lynn with a severe phonological disorder. This diagnosis was made based on evidence provided by testing results, clinician observations, and speech analyses. Kara-Lynn demonstrated phoneme collapses into /d/ in place of stops (/p/, /t/, /k/, /g/), fricatives (/s/, /z/, /θ/, /ð/), and some consonant clusters (/tr/, /gr/) across all word positions. For example, Kara-Lynn produced /diə/ for “seal,” /dædɚ/ for “treasure,” and /dədudɚ/ for “computer.” Kara-Lynn also presented with active phonological processes of final consonant deletion (/fɪ/ for “fish”), cluster reduction (/tul/ for “school”), vocalization (/ɛləkə/ for “helicopter”), and deaffrication (/ʃi/ for “cheese”). She also presented with inconsistent patterns of initial-consonant deletion (/ɑʊps/ for “house”, /ɪʒ/ for “bridge”). In most instances, Kara-Lynn presented with both final consonant deletion and another phonological process, which markedly impacted her speech intelligibility, as when she produced /lɑʊ/ for “clown,” demonstrating both final consonant deletion and cluster reduction. She also expressed a high percentage of CV (27%) and CVC (29%) syllable and word shapes, with little other variation. Analysis of Kara-Lynn’s speech sample revealed similar errors exhibited during formal assessment, including phoneme collapse into /d/, high occurrences of initial and final consonant deletion and cluster

According to Pen᷈a-Brooks and Hegde (2015), speech sound disorders are the perceived errors when producing speech sounds. A speech sound disorder usually impacts the intelligibility of someone based on nature and severity level of it. For instance, a phonological disorder affects a child’s understanding of how sounds contrast or distinct from one another. For example, the usage of persistent patterns of substitutions and omissions when the child knows how to produce a sound. Imagine a five-year-old producing “firetruck” correctly, but then producing “ruml” for “trunk.” Or an articulation disorder which affects the production of individual sounds, usually have consistent errors, and the person often perceives linguistic contrast. In other words, a speech sound disorder is when a person is unable to produce speech sounds fluently or has a problem with their quality of

It is a speech disorder which causes problems in the co-ordination and flow of speech.  Children may:

Kohnert, K. (2010). Bilingual children with primary language impairment: Issues, evidence and implications for clinical actions. Journal of Communication Disorders, 43(6), 456-473.

Preschoolers with verbalization sound disorders have clinically consequential impairments in the engenderment of sound production of the ambient language. Although many of these produced sound errors resolve after several years (with or sometimes without intervention), developmental appropriate speech sound production is not always achieved. Some sound errors may continue into adulthood. Concretely, (Preston, Hull, & Edwards, 2013) intended to determine if preschool verbalization error types (e.g., atypical sound errors and distortion errors), which may reflect different levels of psycholinguistic processing, are indicative of school-age phonological awareness and verbalization sound outcomes.

The purpose of this evidence based research paper is to evaluate the efficacy of the cycles approach when compared to the traditional articulation therapy approach in the treatment of children who are highly unintelligible. The Cycles Phonological Remediation Approach (Hodson, 2011) is a treatment method for children with severe speech sound disorders. This approach targets phonological pattern errors in a sequential manner. During each cycle, one or more phonological patterns are targeted and after each cycle is complete, another cycle begins. Recycling of phonological patterns continues until the targeted patterns are generalized into the child’s conversational speech. The cycles approach is meant to mirror typical phonological development in children (Hodson, 2011).

There are many myths about bilingualism having negative effects. One of those myths are that babies are hopelessly confused by exposure to two languages. However, studies have proven that learning more than one language as an infant is actually very beneficial and not difficult to do. According to Judith F. Kroll, babies develop the ability to discriminate the languages that they listen to and are more open to learning a new language. A study by Ferran Pons and other colleagues, revealed how bilingual children show an earlier attentional shift to the mouth. This is due to the fact that bilingual infants rely more on the perceptual salient of audiovisual speech cues in order to to construct two different language systems. Furthermore, another

The issue of spoken language is more obvious than some think, and the situation should be cared about more widely in the world. Language processing disorder associates with auditory processing disorder. Children with these effects have difficulties with simple things in life unlike people who don’t have this disorder. Being young there are certain symptoms that children express that allows parents or guardians to recognize the disorder. Children carry effects from this disorder throughout their life time and this leaves them with negative effects. It’s important to understand that these children can be helped and that it takes time and patients. This is a disorder than cannot be diagnose before birth but it found out as the child begins

The bilingual participants were split into two groups based on their total proficiency scores, the more proficient bilinguals (N = 30) and the less proficient bilinguals (N = 37). This was determined through the language proficiency section of the childhood questionnaire. Individuals with a total proficiency score of 12 or lower were classified as the less proficient bilinguals, while individuals with a score of 13 to 16 were classified as the more

ssues individuals can face in the oral production of sounds. For instance, some individuals have difficulty in producing speech sounds correctly as a result of: learning, physiological functions, or differences in anatomical structures. Such individuals with articulation and phonological disorders can range from minimal problems to more profound and severe ones. On one extreme, the problem could be minimal, such as interfering with the way one or two sounds (/s/ or /r/) are produced; on the other side of the spectrum, severe articulation or phonological disorders could render speech unintelligible. Through my different courses I learned that communications disorders could also be caused by language and hearing disorders, and not just in speech.

Speech sound disorders happen when a child has problems with articulating sounds and sound patters (phonological). However, it was interesting to see that this could also happen with adults whose problems continue on from their childhood, and even those who have suffered from some type of head injury or even a stroke. After reading chapter 9, it was interesting to read that not all speech errors are do to substitution or omission, but to the features of a dialect or accent. Which makes sense from the chapter reading and even goes to show how important it is for professional to keep these differences in mind. It was also noteworthy to read how many of these sounds disorders do not have a known cause, yet they can be caused physically due to

Articulation is a “process of producing speech sounds”. Phonological disorders is ”conceptualization of language of rules”. Children within the age group able to pronounce all sounds in the word. Like classes of sounds

After researching through observation five bilingual children Spanish- English with aged 2; 10, 3; 6, 4; 11, 5; 9 and 6; 2 (year; month) in 5177 utterances in both Spanish and English, and the result had 110 utterances of these children contained language mixing; so, Lindholm and Padilla concluded that “with age, children increasingly differentiate their two language systems” (p.327). As their argument draw out after investigation, Arias and Lakshmanan (2005) had same point,

The following terms may be used in readings and research publications to describe second-language learners: bilingual leaner, English as a second-language student, student with limited English proficiency, language-minority learner, English-language learner, and linguistically diverse student. A bilingual child can be described as a child younger than 3 years of age who learns two (sometimes more) languages at the same time or a child who learns a second language after age 3. Sequential acquisition describes what occurs when a child starts to learn a second a language after the first language is only partially established- such as when a young child enrolls in a school where his native language is not spoken. Bilingual children initially might have smaller vocabularies when each language is considered separately. But when one considers that the memory capacity of young children is limited and this restricts their rate of vocabulary acquisition, it is understandable. Bilingual children have two sets of vocabularies to learn. At any particular point during development, one would expect them to know fewer vocabulary items in each language but approximately the same number when both languages are considered. Many experts suggest that if more than one language is spoken in the home and both languages are spoken well, the infant should be exposed to both from the beginning. However, if, as is so

“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).”