Speech Sound Disorder Flashcards
What is meant by a speech impairment?
“difficulties with producing speech segments in isolation, single words or connected speech, regardless of origin of difficulty”
What is the prevalence of SSD?
- Affects 10-15% of pre-schoolers and 6% of school aged children (McLeod & Harrison 2009)
- 6% UK children have a SSD in the absence of any other cognitive, sensory or physical impairment (Broomfield & Dodd 2004)
What are the three main causes of SSD?
1) Genetic transmission of a linguistic processing deficit
2) Middle ear disease
3) Genetic transmission of a speech motor control deficit
What is Dodd’s differential diagnosis?
- Based on children’s speech error patterns
- Focus on how the speech of a child with SSD differs from that of a typically developing child
- Presumes the speech error patterns (surface level) reflects specific underlying processing deficits
What are Dodd’s subgroups?
Dodd’s Sub groups
1) Articulation disorder (impairment) (12.5% referrals)
2) Phonological delay (57.5%)
3) Consistent atypical phonological disorder (20.6%)
4) Inconsistent phonological disorder (9.4%)
5) Childhood apraxia of speech (<1%) (also known as developmental coordination disorder)
How do you identify phonological delay?
The child has persisting phonological processes 6 months or more after they would normally have disappeared, but will still be following a normal pattern of speech development
How do you identify consistent phonological disorder?
Child does not follow a typical pattern of speech development
Child uses idiosyncratic or unusual processes and is consistent in the use of these
Idiosyncratic processes are specific to the child and will not have a name!
Unusual processes are relatively rare but have been identified in the text books
Consistent phonological disorder
Children will use a mixture of typical phonological processes as well as some unusual or idiosyncratic ones
How do you identify inconsistent phonological disorder?
It is hard to discern patterns in the child’s speech since each word is produced variably i.e. rules/phonological processes do not appear across sound classes. Consequently it is hard to predict how a child might say a particular word on the basis of how the child says other words.
