Tribecca Speech

Communication Disorders

SPEECH SOUND DISORDERS

Speech sound disorders include articulation, phonology, and motor speech disorders. Therapy to address speech sound disorders can improve a child’s ability to communicate with others, may increase overall language production, and reduce a child’s frustration in their lack of being understood.  Therapy methods vary depending on the type of speech sound disorder as well as the severity of the disorder.  Additionally, untreated speech sound difficulties may also negatively influence a child’s early literacy and reading skills. 

Articulation/Phonology

Articulation refers to the way sounds, words, and syllables are pronounced and enunciated. Clear articulation involves proper movement of the speech articulators (such as the lips, tongue, and vocal cords) to produce distinct and intelligible speech.  Errors may include substitutions, omissions, additions, distortions, and assimilations.  Articulation errors can range from mild to severe and impact overall speech intelligibility, or the ability to be understood.

 

Phonological Processes refer to systematic patterns of sound changes that occur during the production of spoken language. These processes can influence the way certain sounds or sound combinations are pronounced in different contexts.  For example, cluster reduction – in which consonant clusters (groups of two or more consonant sounds) are simplified by deleting or changing one of the sounds (e.g., “stop” might be produced as “top” or “sop”).  It is important to note that while these processes are common in the early stages of language development, most children eventually outgrow them as they acquire more accurate phonological representations. If these processes persist beyond a certain age or interfere with intelligibility, it might indicate a speech disorder that requires intervention.  A child with a phonological processing disorder may not only be difficult to understand, but they may also struggle with literacy skills due to difficulty with sound patterns at the cognitive level.

Childhood Apraxia of Speech

CAS is a neurologically-based speech sound disorder that primarily affects a child’s ability to plan and coordinate the precise movements of the articulators required for speech production.  Unlike other speech sound disorders that might be caused by muscle weakness (e.g., dysarthria) or cognitive impairments, CAS is characterized by difficulties in the motor planning and sequencing aspects of speech production.


Children with CAS have trouble turning their thoughts into spoken words due to a breakdown in the communication between the brain and the muscles involved in speech.  The exact cause of CAS is not always clear, but it’s thought to be related to difficulties in the brain’s ability to plan and execute the precise motor movements needed for speech.  Therapy to address CAS typically focuses on improving motor planning and sequencing, as well as teaching the child alternative communication methods if needed. For more information, go to https://childapraxiatreatment.org/what-is-cas/.

Dysarthria

Dysarthria of speech affects the ability of children to control the muscles involved in speech production. Dysarthria is characterized by difficulties in articulation, phonation, respiration, and prosody, which can lead to unclear or unintelligible speech. This disorder arises from neurological impairments that impact the nervous system’s control over the muscles used for speech, including those responsible for breathing, voice quality, articulation, and rhythm.

 

Common causes of pediatric dysarthria include cerebral palsy, traumatic brain injury, genetic disorders, and various neurological conditions. The severity of dysarthria can vary widely, with some children exhibiting mild speech difficulties while others may struggle significantly to communicate effectively.  The aim of speech therapy for dysarthria is to improve speech intelligibility, enhance muscle control, and enhance the overall communication abilities, including respiration and phonation, of affected children. For more information, go to https://my.clevelandclinic.org/health/diseases/17653-dysarthria

Fluency

Fluency disorders (aka stuttering, cluttering, and stammering) are characterized by disruption or interruptions in the normal flow of speech.  Children who stutter often experience involuntary repetitions of sounds, syllables, words, or phrases, as well as prolonged pauses or blocks while trying to speak.  Stuttering can vary in severity and may be influenced by factors such as stress, anxiety, fatigue, and certain communication situations.  Depending on the severity of the disorder, a child may also demonstrate excessive tension, struggle behaviors, secondary mannerisms and may avoid speaking. This can lead to communication difficulties and social challenges, as children who stutter might feel self-conscious, anxious, or embarrassed about their speech patterns.  For more information, go to https://www.stutteringhelp.org/faq

Receptive And Expressive Language

Receptive language disorder (RLD), also known as receptive language impairment or receptive language delay, is a type of communication disorder that primarily affects an individual’s ability to understand and process language. This disorder impacts a person’s capacity to comprehend and interpret spoken or written language, gestures, and other forms of communication. People with RLD may struggle to understand the meaning of words, sentences, and overall conversations, making it difficult for them to follow instructions, answer questions accurately, or engage in effective communication.  Additionally, RLD may be accompanied by other developmental or learning challenges.

 

Expressive Language Disorder (ELD), also known as Specific Expressive Language Impairment, is a developmental disorder characterized by difficulties in producing spoken or written language in a coherent and age-appropriate manner. Children with expressive language disorder typically have trouble expressing themselves effectively, both verbally and in writing, despite having age-appropriate comprehension of language and normal cognitive abilities.  ELD primarily affects the ability to express thoughts, ideas, and emotions using language.  ELD primarily affects the ability to express thoughts, ideas, and emotions using language. For more information, go to https://www.webmd.com/children/difference-receptive-expressive-language-disorders

Social/Pragmatic Language

Social-pragmatic language disorder, also known as social communication disorder (SCD), is a communication disorder that primarily affects an individual’s ability to use and understand language in social contexts. This disorder is characterized by difficulties in using verbal and nonverbal communication for effective social interaction.  A child with a social communication disorder may struggle with establishing and maintaining meaningful relationships due to poor understanding and use of verbal and non-verbal communication. 

 

Children with social-pragmatic language disorder may struggle with understanding social cues, understanding figurative language, narrative skills, and developing peer relationships. For more information, go to https://childmind.org/guide/quick-guide-to-social-communication-disorder/

 

The above list is not exhaustive as we treat a variety of disorders. Please contact our office with further questions so that we may assist you in supporting your child’s speech and language acquisition.