Early Identification

And Prevention Of
Speech Disorders
ASSIGNMENT SUBMITTED BY-
PRATHAMESH PATIL
MANJU SUTHAR
ARIELLA SHYLLA
PINKY YADAV
SHRUTESH BILAWANE
SEJAL DHOKE
VAISHNAVI WALKE
SUBMITTED TO-
Smt. Ravali P. Mathur (Lecturer, Dept. Of
Speech language
pathology,AYJNISHD(D),Mumbai-50)
 Children develop at their own rate. Some children walk and talk
early. Others take longer.
INTRODUCTION Most children learn skills within an age range, such as between 12
and 18 months. A child who takes longer to learn a skill may have a
problem.
There are several Speech-language problems are the most common disability of
speech disorders childhood yet they are the least well detected, particularly in
primary care settings.
that can affect Speech-language deficits are the most common of childhood
individuals, each disabilities and affect about 1 in 12 children or 5% to 8% of
preschool children.
with its own The consequences of untreated speech-language problems are
characteristics, significant and lead to -
1. Behavioral challenges
identification
2. Mental health problems
methods, and 3.Reading difficulties and
potential prevention 4.Academic failure including in-grade
retention and high school dropout.
strategies. Yet, such problems are ones that are least well detected in primary
care, even though intervention is available and plentiful.
INTRODUCTION
•Speech disorders affect communication abilities.

•Early identification and intervention can improve outcomes.

•Prevention strategies can reduce theincidence of speech

disorders.
What are Speech Disorders?
•Speech disorders are difficulties producing speech sounds.

•Speech disorders can be caused by physical or neurological

factors.

•Children with speech disorders may have difficulty

interacting with others.
Signs of Speech Disorders
•Children with speech disorders may have difficulty
pronouncing words correctly.

•Children with speech disorders may have trouble

understanding or following directions.

•Children with speech disorders may struggle to express

themselves verbally.
Early Identification
•Early identification is critical for successful intervention.

•Screening tools can help identify children at risk for speech

disorders.

•Children with a family history of speech disorders should be

monitored closely.
Prevention Strategies
•Encourage healthy communication skills from an early age.

•Limit screen time and encourage face-to-face interaction.

•Ensure access to high-quality early childhood education.

Here are some common speech disorders :

ARTICULATION DISORDERS
PHONOLOGICAL DISORDERS
FLUENCY DISORDERS
VOICE DISORDERS
 Articulation Disorders
Characteristics:
Articulation disorders involve difficulties in producing specific
speech sounds or substituting them with other sounds. These errors
can affect intelligibility and clarity of speech.

Identification:
Articulation disorders are typically identified through speech assessments
conducted by speech-language pathologists (SLPs). These assessments involve
analyzing the accuracy of sound production in different contexts.

Prevention:
Early identification and intervention through speech therapy are vital for
addressing articulation disorders. SLPs work with individuals to improve their
sound production through targeted exercises and techniques.
 Phonological Disorders
Characteristics:
Phonological disorders involve patterns of errors affecting multiple
sounds or groups of sounds, which can impact the overall intelligibility of
speech.
Identification:
Phonological disorders are typically identified through comprehensive
assessments conducted by SLPs. These assessments examine the child's error
patterns and compare them to age-appropriate sound development.

Prevention:
Early intervention through speech therapy helps individuals with phonological
disorders develop accurate sound patterns. SLPs provide therapy to target
specific error patterns and enhance overall phonological awareness.
 Fluency Disorders (Stuttering)
Characteristics:
Fluency disorders, commonly known as stuttering, involve disruptions in
the flow of speech, such as repetitions, prolongations, and blocks.

Identification:
Stuttering is identified through observations of speech patterns and behaviors.
SLPs assess the frequency and severity of disfluencies and their impact on
communication.

Prevention:
While the exact cause of stuttering is not fully understood, early intervention is
crucial. SLPs can provide speech therapy that focuses on enhancing fluency,
reducing anxiety, and promoting effective communication strategies.
 Voice Disorders
Characteristics:
Voice disorders involve abnormalities in vocal quality, pitch, loudness, or
resonance. They can result from vocal abuse, nodules, vocal cord paralysis, or
other underlying conditions.
Identification:
Voice disorders are identified through a combination of perceptual
assessments and instrumental evaluations conducted by an SLP or an
otolaryngologist. These assessments analyze vocal quality, vocal fold functioning,
and related factors.
Prevention:
Preventive measures for voice disorders include vocal hygiene practices, such as
avoiding vocal strain, staying hydrated, and maintaining good overall health.
Awareness of vocal abuse and proper voice use techniques can also help prevent voice
disorders.
Speech Therapy
•Speech therapy can help children
improve communication skills.

•Speech therapy may include

exercises to strengthen speech
muscles.

•Speech therapy may involve play-

based activities to make learning fun.
Collaboration
with Parents
1
Parents play a critical role
in supporting children with
speech disorders.

2 Speech therapists should

provide parents with
resources and strategies to
use at home.

3 Collaboration between
parents and speech
therapists can improve
outcomes.
Multidisciplinary Approach
•A multidisciplinary approach can improve
outcomes for children with speech
disorders.

•Collaboration between speech therapists,

educators, and healthcare providers is
essential.

•The earlier intervention begins, the better

the outcomes.
Technology and Speech Disorders
•Technology can support communication for children with
speech disorders.

•Augmentative and alternative communication devices can

assist children with speech difficulties.

•Technology can provide opportunities for children with

speech disorders to practice communication skills.
Cultural Considerations
•Cultural beliefs and practices may influence communication
styles and expectations.

•Speech therapists should be aware of cultural differences

and tailor interventions accordingly.

•Cultural competence is essential in providing effective

services.
Conclusion
•Early identification and prevention of speech disorders are
essential for successful outcomes.

•Collaboration between parents, educators, and healthcare

providers can improve outcomes.

•Cultural competence and the use of technology can

enhance interventions.
 References

•American Speech-Language-Hearing Association. (n.d.). Speech and language

disorders and diseases. https://www.asha.org/public/speech/disorders/

•National Institute on Deafness and Other Communication Disorders. (n.d.).

Speech and language disorders in children.
https://www.nidcd.nih.gov/health/speech-and-language-disorders-children

•Willinger, U., & Stoel-Gammon, C. (2020).

Early identification of speech and language disorders.
Pediatric Clinics of North America, 67(2), 311-322. doi: 10.1016/j.pcl.2019.12.006