Articulation Disorder

Articulation Disorder Definition  Articulation disorders are those that are related to an individual’s ability to say particular sounds and/or string particular sounds together. These difficulties will persist across words as distinct from a simple mispronunciation. At their most basic level articulation disorders are the results of an individual being physiologically unable to produce particular sounds through the use of their lips, tongue, teeth, palate and even respiratory system, facial nerves and muscles. Types Omissions - Sounds in words and sentences may be completely omitted. i.e. "I go o coo o the bu." for "I go to school on the bus.".  Substitutions Children do not pronounce 

the sounds clearly or they replace one sound for another. i.e substitutes [w] for [l] or [r], or other similar errors Distortions - An attempt is made at the correct sound but it results in a poor production. i.e a distorted /s/ sound may whistle, or the tongue may be thrusting between the teeth causing a frontal lisp. 

Additions - Extra sounds or syllables are added to the word. i.e animamal.  the most common error sounds are [s] [l] and [r] Signs and symptoms  Inability to produce certain sounds at the age of six.  Slow, slurred speech  Weak articulation of “r” 

Difficulty with blends - r, l, s  Unclear speech at the age of three Causes  Delayed speech  Hearing impairment  Mental retardation  Learning disability  Weak muscles Diagnostic test  Diagnostic Evaluation of Articulation and Phonology (DEAP)Evaluates both articulation and phonological process using a Diagnostic Screen, a diagnostic Articulation Assessment, a diagnostic Phonology Assessment (with a phonological analysis), and an Oral Motor 

Treatment  Speech pathologist these specialists are trained in distinguishing speech impairments and will be able to devise a treatment

plan suitable for each unique case.  Consistent speech therapy sessions  Practice activities  Counseling and psychotherapy Nursing diagnosis  Delayed growth and development r/t impaired cognitive function  Planning – break down the process of skills into simple steps can be easily achieved.  Keep discipline simple, geared toward learning acceptable behavior rather than developing judgement.  Educate the parents regarding developmental age. intervention  Accept the child and focus on strenghts and raise self esteem  Identify learning deficits early Research

Thirty-six subjects, 18 language-impaired and 18 articulation-impaired children, were followed up with respect to communication skills and educational performance 13 to 20 years after their initial contact with the Speech and Hearing Clinic. According to their parents, nine language-impaired subjects continued to exhibit communication problems as adults, compared to only one of the articulationimpaired subjects. Standardized educational testing conducted while the subjects were in elementary and secondary schools indicated that the languageimpaired group consistently achieved at a lower level than the articulationimpaired group, particularly in reading. Differences between the groups were also exhibited in the types of postsecondary education attempted by the subjects. 

Clinical, educational, and research implications of these results are discussed.

Submitted by: Melson F. Flores BSN III-2