Variables Related to Articulation and Phonological Development

1. VARIABLES RELATED TO • ARTICULATION AND PHONOLOGICAL DEVELOPMENT AND PERFORMANCE

2. I. INTRODUCTION** • There are a number of variables associated with speech sound acquisition. • Research: can only demonstrate correlation, not cause-and-effect-relationships.

3. II. GENETIC FACTORS

4. Molecular Genetics:

5. Some genes may affect both** language and speech • Language and speech disorders may occur alone or together • “He sounds just like I did when I was a kid”

6. Reading disabiity SSD Language Impairment Genetics

7. Decreased phonological awareness skills** • Have been implicated in poor reading ability in young children

8. **Goldstein, H., et al. Efficacy of a supplemental phonemic awareness curriculum to instruct preschoolers with delays in literacy development. Journal of Speech-Language-Hearing Research, 60, 89-203.

9. Goldstein et al.:

10. Hayiou-Thomas et al. When** does speech sound disorder matter for literacy? The role of disordered speech errors, co-occurring language impairment and family risk of dyslexia. Journal of Child Psychology and Psychiatry, 58:2, 197-205.

11. The study found:

12. Further study findings:

13. Other findings

14. Baron et al., 2018 (August). Children with dyslexia benefit from orthographic facilitation during spoken word learning. Journal of Speech, Language, and Hearing Research, 61, 2002-2014.

15. Baron et al., 2018:

16. III. ENVIRONMENT** • Role models are a variable • Health is a factor too—is there health insurance? • Preschool opportunities?

17. Socioeconomic status…** • Has a significant effect on the development of phonological awareness skills • Children from mid- and high-SES backgrounds outperform children from low-SES backgrounds

18. Fogle, 2019:

19. IV.FAMILIAL AND PERSONAL FACTORS** • Birth order & # of siblings—research inconclusive • Gender—SSDs more common in boys • Age—between 4-6 yrs. old, most children begin to sound like adults; improvements can be made till 8yrs.

20. Intelligence

21. Research shows:

22. Youtube video** • People with Down Syndrome speak out • AJ+ • What errors do you hear? Write them down as you listen.

23. V. LANGUAGE SKILLS** • Many children have problems with BOTH language and speech—there is a synergistic relationship • Children with SSDs may use incomplete sentences, shorter utterances, and less complex language • As sentence length and complexity ↑, speech sound errors ↑

24. Speech sound errors especially increase when children are trying to produce:

25. V. TONGUE THRUST** • A. Introduction • Also called reverse swallow • Certain manner of swallowing and tongue placement in oral cavity during rest

26. Habitual or obligatory** • obligatory=organic/physical—e.g., enlarged tonsils or adenoids that partially block the posterior airway passage • Orofacial myology (tx for TT)

27. Orofacial Myology is:** • Study of relationships among dentition, speech, and nonspeech tongue and facial muscles

28. B. Characteristics of Tongue Thrust** • During swallowing, tongue comes forward--tip in contact with lower lip • At rest, tongue is carried forward—tip is between or against anterior teeth while mandible is open

29. It is estimated that…

30. Youtube video** • Tongue thrust: Children’s crooked teeth • Dan Hanson • It’s a little mean  but really shows tongue thrust

32. In the public schools….

33. ASHA’s Position:** • TT co-occurs with speech problems in some clients • Assessment and treatment of TT is within SLP’s scope of practice • SLP must be highly trained and work on a team with appropriate professionals such as dentists, orthodontists, and allergists

34. VI. SENSORY VARIABLES** • A. Oral Sensation • Looked at oral stereognosis or form recognition • B. Hearing Loss

36. C. Auditory Discrimination** • Previously, believed that AD had to precede correct production of a sound • Research: training discrim only affected discrim, but training correct production helped both AD and production! • Get into production!

37. VII. ANATOMIC, NEUROLOGIC, AND PHYSIOLOGIC FACTORS** • A. Anatomic Structures • 1. Soft palate —may have VPI. Mobility and enough tissue are very important • Need good VP closure for pressure consonants especially—fricatives, affricates, stops • May use glottal stops for other sounds • May also have nasal emission and hypernasality

38. Kummer 2019 ASHA:

39. Kummer 2019 ASHA-Glottal Stops:

40. Kummer 2019 ASHA:

41. Kummer 2019—Tx for Glottal Stops (after correction):

42. Kummer 2019 Tx for Glottal Stops:

43. 2. Nasopharynx** • Adenoids/nasopharyngeal tonsils • May be hypertrophied; child is possibly hyponasal • Can compensate for short or partially immobile soft palate by assisting with VP closure • Can block Eustachian tube opening into nasopharynx, depriving middle ear of ventilation

47. 3. Hard palate; cleft, cancer have** impact • 4. Teeth —extra or supernumerary teeth (or Class I, Class II, Class III malocclusion; pp. 99-100; please know for Test 2) • 5. Lips (cleft can affect speech) • 6. Tongue

48. Kummer 2019 ASHA:

49. Class II malocclusion (overbite/overjet)

50. Kummer 2019 ASHA: