sounds talk 13 may

Language Therapy Ltdwww.language-therapy.co.uk

Speech Sound

Development

and Intervention

Mary Hampton

specialist speech and language therapist

Director Language Therapy Ltd

13 May 2015

• Putting speech sounds in perspective

• The anatomy of speech

• Classification of speech sounds by production

• Cued articulation

• Typical speech development

• Developmental errors / simplifications

• Intervention programmes

Speech sound production in the context of language


The Anatomy of speech sounds


Place

Labial (lips) Coronal (tongue tip) Dorsal (back of

tongue)

Manner Bilabial Labiodental Interdental Alveolar Palato

alveolar

Palatal Velar Glottal

Stop /

plosive

p b t d k g

Fricative f v th th S z sh shz h

Afficate

Nasal m n ng

Liquid l r

Glide w y

Classification of speech sounds


Cued ArticulationTELL ME - I FORGET

SHOW ME - I REMEMBER

INVOLVE ME - I UNDERSTAND.

~ANCIENT CHINESE PROVERBAll of the 49 sounds, or phonemes, which make up the

English phonological system have a separate hand sign

which is related to where and how in the mouth the

sounds are made. The consonant sounds are colour coded

for written work which helps decipher words with tricky

spelling. The cues are based on linguistic theory and are

logical and easy and fun to learn.

CA is not a sign language where whole words and finger

spelling are used, nor should it be confused with Cued

Speech which is a totally different scheme used

specifically with the severely hearing impaired.

http://cuedarticulation.com/

http://youtu.be/EGvXxvBzLTg

http://www.stasspublications.co.uk/publications/cued-articulation Language Therapy Ltdwww.language-therapy.co.uk




http://www.stasspublications.co.uk/publications/cued-articulation

Early 8 m n y b w d p h around 3 years

Middle 8 t ng k g f v ch j around 4 ½ years

Late 8 sh l r s z th up to around 8 ½ years

(Shriberg 1993)

Typical Progress of Sound Development


Types of speech errors

• Omissions child leaves out sounds or syllables.

• Additions child adds extra sound or syllable to a word.

• Distortions child pronounces word mostly correctly, but one of

the sounds is not correct.

• Substitutions child consistently substitutes one sound for another.


Simplification Errors in Children’s Normal Development

(from Grunwell 1987)

Simplification process Examples Description Common up to age

context sensitive

Voicing

Pig big

Kiss giss

A voiceless sound is replaced

by a voiced sound usually in

the initial position

3.0

Word final devoicing Red ret

Bag back

Final voiced consonant

replaced by voiceless

consonant

3.0

Final consonant

deletion

Home hoe

Rough ru

The final consonant is

omitted

3.03

Velar fronting Kiss tiss

Give div

Wing win

A velar sound is replaced by

an alveolar sound

3.06

Palatal fronting Ship sip Sh and shz replaced by s and

z

3.09


Simplification process Examples Description Common up to

age

Consonant harmony Cupboard pubord

Yellow lellowPronounciation of whole

word affected by presence

of particular sound

4.0

Weak syllable deletion Again gen

Tidying tiding

Banana nana

Weak syllables are omitted 4.0

Cluster reduction Spin pin

Ant atPart of the consonant cluster

is omitted

4.0

Gliding of liquids Real will

Leg yegL and r are replaced by w or

r

5.0

Stopping Funny punny

Sip tipFricative or affricate

replaced by plosive / stop

consonant

F / s 3.0

Van ban

Zoo doV / z 3.06

Ship dip

Jump dump

Chip tip

Sh / j/ ch

4.06

Thing ting

Them dem5.0


Terms describing speech difficulties

• Speech sound difficulties SSD

• Articulation difficulty

• Phonological problems

• Childhood Apraxia of Speech CAS

• Dyspraxia

• Motor Speech DisorderLanguage Therapy Ltdwww.language-therapy.co.uk

Predictors of long term speech delay in late talkers at 30 – 35 months

Speech characteristic

Limited number of sounds Order and rate of acquisition of

sounds is delayed eg only 6-9

different consonants

Simple syllable structures Fewer syllables with more than one

consonant or consonant clusters

More sound errors Omissions and substitutions common

Inconsistency in substitution errors Individual sounds are produced in a

variety of ways

Atypical errors Unusual substitutions, vowel errors

Slow rate of progress Little change in sound development

between 2yrs and 3 years old.

Adopted from Williams and Elbert 2003 Language Therapy Ltdwww.language-therapy.co.uk

Speech sound production for children with Down Syndrome

• Slower transition from babbling to words

• Greater range of substitutions

• More non developmental errors

• greater variability or inconsistency

• Better in imitation

• Longer period of sound substitutions

• Particular difficulty with structuring sounds in words

• eg missing off sounds at ends of words for longer than expected

• Difficulty sequencing sounds

• More dysfluency in connected speech eg repetition of syllables

• Greater variability between individuals.


Working on speech production

• Core vocabulary

• Auditory bombardment

• Motor speech planning

• Oral motor skills

• Syllable clapping

• Auditory discriminationLanguage Therapy Ltdwww.language-therapy.co.uk

Core vocabulary

Auditory bombardment

Motor speech planning

Oral motor skills

Syllable clapping

Auditory discrimination


Auditory Bombardment

• Exercises in which children hear a target sound accurately produced and several times

in short period of time.

• For example, reading a story that has numerous occurrences of the target sound is

"bombarding" the child with that particular sound.

• Gives the adult the opportunity to model, emphasize and repeat the sound correctly for

the child to hear.


Auditory discrimination


Aim is to build strong representations of words to be

stored in the children’s internal dictionaries, so they can

compare their production of the word with a good adult

form.

Activities include

• Minimal pairs eg pointing to pat or cat

• Lexical decision is this a cat, pat, tat etc

Syllable clapping

Syllable awareness is one component

of phonological awareness. Children

gain the ability to hear phonemes

that comprise words and to explore

speech sounds as syllables. Syllable

clapping emphasises the overall

structure of the word giving salience

to unstressed as well as stressed.


• Intended for children with inconsistent speech disorder (Broomfield & Dodd, 2004a; Dodd, 2005) in

the absence of Childhood Apraxia of Speech.

• Children who have atypical speech that is characterised by multiple error forms in the production of

single words.

• The intervention is suitable for children from two years of age, including those from bilingual

backgrounds and those with a cognitive disability.

• Children are seen twice weekly for thirty minutes, for about eight weeks.

• Carers are required to carry out daily practice.

• Clients select a vocabulary of around 70 functionally powerful words.

• Each week, children learn to produce their best pronunciation of up to ten of these words

consistently, in isolation and connected speech.

(Crosbie, Holm & Dodd, 2005; Crosbie, Pine, Holm & Dodd, 2006)

The Core Vocabulary Approach


Connected speech

Phrases and sentences

Consonant cluster words

Multisyllabic words

CVC

CVCV

CV words

Single sounds

Pre speech oral motor skills

Building Speech Production


Motor speech planning

Articulation practice: Nuffield Dyspraxia Programme

• Listen and repeat single sounds in isolation: /b/ and in repetition /b b b /

• Listen and repeat cv words: me, moo, bee, boo

• Listen and repeat alternating sounds: /b m b m b m/

• Alternating words with contrast: pea tea pea tea

• Listen and repeat two syllable words: baby, digger,

• Practice clusters: spot, spinLanguage Therapy Ltdwww.language-therapy.co.uk

Oral motor skills

• Facial massage

• Blowing

• Sucking

• Chewing


sounds talk 13 may

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