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Although it has been somewhat difficult for experts to quantify just how many children have speech sound disorders it is estimated that between 2.3% and 24.6% of school-aged children have a speech delay or speech sound disorder.
Speech sound disorders is a wholistic term used to refer to any difficulty or combination of difficulties with perception, motor production, or phonological representation of speech sounds and speech segments—including phonotactic rules governing permissible speech sound sequences in a language.
Speech sound disorders can be organic or functional in nature. Organic speech sound disorders result from an underlying motor/neurological, structural, or sensory/perceptual cause. Functional speech sound disorders are idiopathic—they have no known cause. Functional speech sound disorders are the result of influences on the motor and linguistic aspects of speech production. Historically, these functional errors were referred to as articulation (motor) and phonological (linguistic) disorders.
As mentioned there are a variety of potential causes for speech sounds disorders. It is important to note that children and adults who come from non-English speaking backgrounds (as well as those from different dialect backgrounds) will sometimes sound like they have speech production errors, it is very likely that the perceived differences in speech production are due to interference from their first language. Speech and language differences do not always mean speech and language disorders.
As a parent there are few signs to watch for in your child to see if they may have a speech sound disorder. Some of the signs and symptoms of a functional speech sound disorder include the following:
omissions/deletions—certain sounds are omitted or deleted (e.g., "cu" for "cup" and "poon" for "spoon") substitutions—one or more sounds are substituted, which may result in loss of phonemic contrast (e.g., "thing" for "sing" and "wabbit" for "rabbit") additions—one or more extra sounds are added or inserted into a word (e.g., "buhlack" for "black") distortions—sounds are altered or changed (e.g., a lateral "s") syllable-level errors—weak syllables are deleted (e.g., "tephone" for "telephone")These signs and symptoms may occur as isolated errors of articulation or as a more systematic pattern of speech errors resulting from misuse of phonological rules of the language.
There are a few risk factors that have been identified that increase the likelihood of a speech sound disorder. These risk factors can include:
gender pre- and perinatal problems family history persistent middle ear infectionsWhen to ask for help...It is very common for children to not be able to produce certain speech sounds based on their chronological age, and it is also very common for children to grow through periods of mis-productions as they learn the rules of the language. It is always a good rule of thumb to raise any concerns you have about your child's development with their pediatrician. You may also consult with your local speech language pathologist to make sure your child is on track for success.
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Here are 9 tips that can help you make progress with your English pronunciation.
Be sure to visit my website for resources and to book a free consultation appointment if you would like to improve your English accent.
https://speechdoctor.net
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This episode introduces the public to what a speech language pathologist is, where they work, what kind of work they do, and how to find a speech pathologist in their area. #slp #asha #bhsm for more information: https://speechdoctor.net
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This brief episode explains what is a noun.
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In order for children to encode, map, and learn novel words they must first take in and process stable sound representations from words they hear in their environment. Researchers have long identified that children with neurodevelopmental disorders have difficulty with this task. It has been especially observed in children with autism. It has also been known that sufficient sleep in adults, and children, supports memory and learning. Until recently researchers were unaware of how the sleep-learning connection played out in children who have autism.
Recent work by Victoria Knowland and colleagues has begun to shed some light on the sleep-learning connection in children with autism. Their study evaluated 77 children ages 7 to 13, "30 of which were classified as having high autism symtomatology." The children in the study were all exposed to new phonological (word-sound) mappings in the mornings and their performance was monitored via repetition over a 24 hour period. The children also participated in a poloysomography study each night after they learned the new words. All children were followed up with 4 weeks later.
Overall, the researchers found that children's sleep was found to have a positive impact not only the trained words, but it was also seen to be extended to new word items as well. The improved results, especially with generalization to new learning was observed to be heightened during REM sleep.
Wonder if your child is sleeping enough? Here are the current sleep recommendations by age.
1-4 Weeks Old: 15 - 16 hours per day
1-4 Months Old: 14 - 15 hours per day
4-12 Months Old: 14 - 15 hours per day
1-3 Years Old: 12 - 14 hours per day
3-6 Years Old: 10 - 12 hours per day
7-12 Years Old: 10 - 11 hours per day
12-18 Years Old: 8 - 9 hours per day
Reference: Knowland, V.C.P, Fletcher, F., Henderson, L., Walker, S., Norbury, C.F., Gaskell, M.G., (2019). Sleep Promotes Phonological Learning in Children Across Language and Autism Spectra. Journal of Speech, Language, and Hearing Research, 62(12), 4235-4255.
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