![]() ![]() As a result, if you have a highly unintelligible child they’re likely to have a phonological delay, and their phonological skills should be assessed when considering a treatment plan. The excessive use of phonological processes can also indicate a phonological disorder because when multiple phonological processes are exhibited together it usually increases the child’s unintelligibility making them really difficult to understand. For example, if your child leaves all of the beginning sounds off of his/her words it would be considered a delay since “initial consonant deletion” is not common in typical development. For example if your 4 year old still uses the phonological process of “reduplication” (saying, “wawa” for “water”) that would be considered delayed since most children stop using that process by the time they turn 3.Ī phonological delay may also be considered if the processes the child is using are different than what would be expected. These processes are considered normal unless they persist beyond the age when most typically developing children have stopped using them. For example, they may reduce consonant clusters to a single consonant like, “pane” for “plane” or delete the weak syllable in a word saying, “nana” for “banana.” There are many different patterns of simplifications or phonological processes.īelow I’ve included a link to download my Phonological Processes Chart which lists common phonological processes and an approximate age at which children should no longer be using them. ![]() As a result they simplify complex words in predictable ways until they develop the coordination required to articulate clearly. They do this because they don’t have the ability to coordinate the lips, tongue, teeth, palate and jaw for clear speech. Phonological processes are patterns of sound errors that typically developing children use to simplify speech as they are learning to talk. But what if your child has so many sound errors you don’t know where to start, or they are so difficult to understand you don’t know how to help them? If this is the case they may have more than an articulation delay, they may have a phonological disorder characterized by the presence of phonological processes beyond what would be expected. I’ve shared my Articulation Screener to help you identify the sounds kids are saying in error as well as an Articulation Goal Tracker to help select the sounds that need to be targeted and keep track of progress. Inclusion of non-ASHA publications does not imply endorsement by ASHA.We’ve talked a lot about helping kids with articulation disorders here on Mommy Speech Therapy. Resources listed in this packet are not all-inclusive nor exhaustive. Speech and Language Developmental Milestones from NIDCD.Speech Language Milestone Chart from Pro-Ed, Inc.Typical Speech and Language Acquisition in Infants and Young Children by Caroline Bowen.Receptive Language Development by Caroline Bowen.Expressive Language Development by Caroline Bowen." Using Developmental Norms for Speech Sounds as a Means of Determining Treatment Eligibility in Schools" from Perspectives of the ASHA Special Interest Groups.Talking on the Go - This book shows how everyday activities can be used to help develop speech and language skills.Speech Sound Disorders - Information about articulation and phonological process development, includes a speech sound acquisition chart.Communicating with Baby: Tips and Milestones from Birth to Age 5.Identify the Signs of Communication Disorders.How Does Your Child Hear and Talk? - This developmental milestone chart is also translated in Spanish and available in a variety of formats.Beyond Baby Talk - This book by Kenn Apel and Julie Masterson answers questions and covers the stages of speech and language development during the first years of a child's life.Building Your Child's Listening, Talking, Reading and Writing Skills: Third Grade through Fifth Grade.Building Your Child's Listening, Talking, Reading and Writing Skills: Kindergarten through Second Grade.This information will help to answer those questions and provides resources to share with parents and colleagues. SLPs are often asked questions regarding typical age of sound acquisition and development of language. This is a collective resource of norms and milestones for speech-language development. ![]()
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