DYSLALIA

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DOMMGUE% BOHRQUEZ ROSA
PARLAS GARCLA HEM
INTRODUCTION
STIMULATION

ACQUISITION DEVELOPMENT
OF COGNITIVE
LANGUAGE

MATURATION OF
THE
SYSTEM
HIGHLY STRUNG
 FACTORS
HEREDITARY

ACQUISITION
OF
LANGUAGE

AGE OF ACQUISITION PHONEMES

ACQUISITION OF 3 YEARS /m/ /n/ /ñ/ /p/ /b/ /f/ /y/ /I/ /1/
LANGUAGE 4 YEARS /g/ /x/ /k/ /d/ /s/ /ie/ /b1/ /p 1/ /F1/

5 YEARS /r/ /kl/ /gl/ /t1/ /au/ /ei/ /br/ /pr/ /fr/

6 YEARS /gr/ /cr/ /dr/ /tr/ /r/ vibrating

 I have to do my
homework

DISORDERS

DYSLALI I
A mumble
Or Etymologically dis (difficulty) lalein (speech)
0
Definition Alteration in the articulation of one or more
phonemes. The difficulty lies in the deficit in the placement
of the organs and muscles involved in the phonation process.
Or History:
Difference with alalia
 They contributed to the meaning of
today

Distinction of audiogenic dyslalia and

functional

Classification with origin

DISTURBANC
E OMISSIO
N

totatol
ei
t

DISTORTIO
INSERTION N

bat
CLASSIFICATION (BY ETIOLOGY)

Malfunction of
the organs Functional
Dyslalia

PERELLO (1995)
Organ anomaly
phonoarticulatory Organic Dyslalia

Dyglossia
Dysarthria
Dyslalia
 Neurological Brain damage
Dyslalia

AZCOAGA (1992) Psychogenic Dyslalia psychological origin

Deficiency in mechanism Dyslali

articulatory Instrumental
a
AUDIOGENIC
Language
acquisition
and
development
ORGANIC DYSLALIA
CLASSIFICATION (DUE TO ALTERED SOUNDS)
Rotacism /r/, /R/
EVOLUTIONARY
Sigmatism /s/

DYSLALIA
Myth cism /m/

Gamma cism /g/

Beta cism /b/, /p/

Others

FUNCTIONAL
DYSLALIA

Number of errors
and persistence
CLASSIFICATION (ACORDING TO THE NUMBER OF
PHONEMES
ALTER TO TWO)--------------------------------------------

SIMPLE AFFECTS A PHONEME

DYSLALIA
COMPOUND DYSLALIA AFFECTS VARIOUS
PHONEMES
The Dislalias

and
the
“dat
BREATHING DIFFICULTIES

0 Due to the relationship that the respiratory function

ei
has with the performance of the act of phonation th
and the articulation of language, difficulties or
anomalies in this function may be in part altering
the pronunciation of the word and creating
distortions in sounds due to an abnormal output of
the vocal air, mainly in fricative phonemes.
DIFFICULTIES IN SPATIO-TEMPORAL PERCEPTION

0 The child must be able to perceive

the movements involved in sounds
and capture the nuances that
distinguish them. If this fails, the
perceptual capacity remains to be
developed, therefore, it is very
important to promote good
language development to work on
the perceptual aspect.
LACK OF UNDERSTANDING OR AUDITIVE DISCRIMINATION

0 It constitutes, together with poor motor ability, one of

the main causes of functional dyslalias, especially in
those in which the phonological disorder stands out.
There are children who, while hearing well, poorly
analyze or integrate the correct
phonemes they hear, having difficulties
in acoustically discriminating phonemes
with the inability to differentiate one
from another. Auditory and rhythmic
education will be a means to achieve
perfect speech.
PSYCHOLOGICAL FACTORS

0 Any affective disorder (lack of affection, family

maladjustment, jealousy, a little brother) can
affect the child's language, causing it to
become fixed in previous stages, preventing a
normal evolution in its development.
0 In these cases, the emotional need to
communicate, which is a basic element for the
development of speech in the child, is missing
or disturbed.
ENVIRONMENTAL
FACTORS

0 The environment in which a child develops

along with his or her personal abilities will
determine his or her development and
maturation.
0 The environmental situations that can most
negatively influence poor linguistic
development are: lack of a family
environment (reception centers), low
cultural level (fluency of vocabulary,
expression, way of articulation), poorly
integrated bilingualism, overprotection,
imbalance or family disunity, etc.
HEREDITARY FACTORS

0 May exist
a
predisposition
to the articulatory disorder
that will be reinforced by the
imitation of the errors that
family members make when
speaking
INTELLECTUAL FACTORS

0 Intellectual deficiency presents as a

symptom, on many occasions, an
alteration in language with difficulties
in articulation. Dyslalia will be equally
treated but without losing sight of the
fact that it appears framed within
more complex problems and that the
possibilities of re-education will be
conditioned by the capacity of the
subject.
 ACTIONS TO BE FOLLOWED
ACCORDING TO THE CAUSALITY

to. anatomical compensation

At this point we can find two alternatives: the first 1 nryapk

is that there are no significant anatomical

alterations and therefore we will eliminate it as a
causal basis, or on the contrary we find a short
sublingual frenulum or mouth breathing. At this
point we must refer to the otorhinolaryngologist
(ENT) professional to correct the alterations and
see if the dyslalia has subsided after that.
Generally after an ENT intervention it is necessary
restore the tone of the orofacial muscles (mouth
respirator) or give functionality to an operated
sublingual frenulum.
B. NORMAL HEARING

0 Obviously this point is very important. We must

be sure that minors have normal hearing, for Normal hearing
which it is advisable to have a hearing
evaluation (audiometry and Pavilion
impedanciometry). As in the previous point, auditor
y
the existence or not of a
0 hearing impairment will determine whether or Auditor
not to include it as a causal basis. If there are y nerve

hearing deficiencies, these must be treated

and then resort to auditory training therapy.

Tympanic
membrane
(eardrum)
C. LISTENING SKILLS
Or every minor must have basic auditory skills,
such as identifying, comparing and
differentiating auditory stimuli, especially
from the environment that surrounds them.
At this point we can find that many minors
maintain dyslalias not because of specific
praxic deficiencies, but because of poor
processing of the auditory material to which
they are exposed.
D. PRE-LINGUISTIC FUNCTIONS:

^ generally the prolongation of an atypical swallow

modifies the articulatory points and has an
impact on the sound of the different
phonemes. Likewise, it can generate
postures that make the correct emission of
speech sounds unsustainable. Due to the
above, one should not force the appearance
of a phoneme without being sure of the
integrity of the articulatory points.
E. INAPPROPRIATE HABITS
□ These are the first factors to eliminate before
establishing any therapeutic strategy.
Perhaps they are the most difficult to
control because they depend on the
will of the minors' parents. It's very
important do
raise awareness among families
about how harmful it is to maintain
these behaviors over time.
F. MOTOR SKILLS
0 One of the first pieces of advice that the specialist
should give to the family of a minor with a speech or
language disorder is to practice some sport.
Because? Well, there is a very important
physiological factor that supports this: the vast
majority of learning theories highlight the
importance of motor development in learning
processes, in which language is involved.
TE STRATEGY

■I The corresponding therapeutic

strategy must necessarily be
derived from the etiological
hypothesis, that is, from the
possible causal basis.
A) AUDITORY PROCESSING SKILLS

0 Minors with communication disorders have deficiencies in processing auditory

material. These deficiencies are reflected in difficulties in identifying, comparing,
retaining and differentiating auditory
stimuli. These basic skills must be
restored before any verbal praxic
intervention, since a significant number
of dyslalias are the product of poor
processing.
 LASINTOMATOLOGY

0 In dyslalias, various types of articulatory errors can be made that are due to omissions,
substitutions, distortions and insertions of phonemes during the utterance.
0 A. Substitution : occurs when the child shows difficulty in articulating a phoneme correctly and
replaces it with another incorrect one, which is easier for him to produce. The substitution error
can occur at the beginning, middle or end of the word.
0 b. Omission: manifested by the fact that the child does not articulate the phonemes that he does
not master, and therefore omits them. This type of error is characteristic of delayed language
development, although it also frequently occurs in children from disadvantaged backgrounds, as
a consequence of phenomena of emotional and cultural deprivation.
Or C. Distortion: it is that articulatory error that a child makes when he or she emits sounds in
an incorrect or deformed way, that is, in an approximate way but without being correct. It is
considered the most frequent articulatory error in children after the substitution error.
Or D. INSERTION: is one that the child manifests by inserting, together with a difficult
phoneme, another sound that does not correspond to that word, being less frequent than
the previous ones in 3 asymmetrical parts. This affects all the tissues that make up the
upper lip, being interrupted the muscular ring, which as a sphincter limits and regulates the
mouth opening and constitutes the orbicularis oris muscle. It is thus understood that all
movements at this level are deformed, especially for the correct articulation of bilabial
phonemes.
DIAGNOSIS AND EVALUATION
The evaluation must identify children who may present language problems in order to detect those who
need specific attention. This identification is often carried out in classrooms where communication is
fundamental in the work routine. The evaluation will serve to find the basis of the linguistic functioning of a
specific subject

WHAT IS EVALUATED?
The two most important processes in the use of communicative language are:

UNDERSTOOD EXPRESSION
N
 HOW IS IT EVALUATED?

THE USE OF ANY PROCEDURE DEPENDS ON SEVERAL FACTORS: THE

EVOLUTIONARY LEVEL OF THE CHILD, WHAT SPECIFICALLY YOU ARE
INTERESTED IN FINDING OUT, THE AVAILABILITY OF PROCEDURES,
TIME, ETC.

The basic procedures for evaluating children have been

divided into:

o Standardized tests, non-standardized tests, development scales

and language observation
EVERY LANGUAGE EXPLORATION, WHATEVER
THE PROCEDURE CHOSEN, MUST COLLECT THE
FOLLOWING DATA:
1
- Anamnesis : general information, organic aspects, cognitive aspects, emotional
aspects, social and schooling aspects.
O Non-purely linguistic aspects : attention, observation, orientation and spatial
organization, temporal structuring, memory, rhythm, etc.
O Anatomo-functional exploration of all bucophonatory organs, control of murmur and
respiration.
0
Exploration of language comprehension from a double perspective, speech perception
(discrimination of sounds, phonemes and words) and language comprehension itself.
Exploration of language expression assessing all the aforementioned levels: phonetic-
phonological, morphological, syntactic, semantic, pragmatic
 INTERVENTION

THE INTERVENTION MUST ALLOW THE SUBJECT TO ADEQUATELY SATISFY HIS

COMMUNICATIVE NEEDS

This intervention process, necessarily linked to the evaluation

process, pursues a series of objectives:
0 Prevent possible articulatory alterations.
0 Restore altered articulatory behavior.
0 Implant absent articulatory skills
0 Stimulate the phonological development of the subjects.
 INDIRECT INTERVENTION

• Auditory perception and discrimination exercises.

• exercisesoral-facial motor skills
• exercisesbreathing
• exercisesblew it.
• exercisesrelaxation.
 DIRECT INTERVENTION

Or Teaching of articulation.
O Automation of the correct articulation.
O Integration and generalization of correct articulation.
 THERAPEUTIC STRATEGIES

• Identification of sounds: this therapeutic dynamic was proposed

by (Spirkin, 1962).
• Minimal Pairs or Minimal Contrasts Therapy: this therapeutic
dynamic was proposed by (Bruna Radelli, 1986).
• Syllabic segmentation and rhymes: This therapeutic dynamic
was proposed by (EG Dauer, 1983)
• Identification of initial sound: This therapeutic dynamic was
proposed by (Bailey, 1983)
 LU DI GAS
TECHNIQUES
□ THEY SHOULD BE FUN
□ BE COMPETITIVE

Are
 SOME EXERCISES

1 .- Slow and deep nasal inhalation (smelling a flower). Nasal expiration in the same way.
2 .- The previous exercise but with oral aspiration.
3 .- Slow and deep nasal inhalation, retention, Expiration counting: first up to 3, then up to
4,5,6,7,8,9,10, depending on the age of the child.
The above can be done standing and raising your arms as well as introducing other variants.
 JAW EXERCISES
• OPEN AND CLOSE YOUR MOUTH SLOWLY.
• OPEN AND CLOSE YOUR MOUTH QUICKLY.
• OPEN YOUR MOUTH SLOWLY AND CLOSE IT FAST.
• OPEN YOUR MOUTH FAST AND CLOSE IT SLOWLY.
• CHEW.
• MOVE THE LOWER JAW FROM ONE SIDE TO THE OTHER ALTERNATIVELY.

PHONEME /r/
• Clefts of the palate.
• Hearing loss.
• Mental retardation.
• Ankyloglossias.
• Difficulty in auditory discrimination of the phonetic features of /r/
 Indirect treatment:

• Lingual exercises.
• Blowing exercises, placing the tip of the tongue in contact with the upper alveoli.
• Phonemic discrimination exercises: play with throwing an object into a container, as indicated for
the phoneme /p/, when we pronounce the syllable "ra" which we will alternate with "ga" or with
"da" or "la". We can play the same game with a couple of words from the following list.

rg r d r 1
look crumb bull all expen creek
to pay sive
choru elbow for shove
sarah saga sexpe each pear l peel
lyre league nsive I give Duero duel
zero
pear hits Look measu hour hello
lazy rod parro re
mud but hair
vera vega t
silent wall shot linden

From the previous list, repeat pairs of words to the child so that he can tell us if they sound the
same.

Find words on a picture that have the phoneme /r/.

 Direct treatment:

Cases 1,2, 3 and 4:

Given that in all these cases, rather than correcting a defective articulation, what
is involved is learning a new phoneme, the approach is similar in all of them:

• Teach the correct position on the sheet and in the mirror.

• If we observe difficulty in auditory discrimination, perform exercises to improve it.
• Some relaxation exercise, especially if muscle tension makes smooth tongue
movements difficult.
• Lip exercises, especially lip vibration.
CONCLUSIONS
° The most common communication disorder that affects infants, both in special
education and primary education, is alterations in pronunciation, which are traditionally
known as dyslalias.

° Dyslalia is the child's inability to correctly articulate and unite phonemes or sounds in
language. Depending on its causes, it can be grouped into different classes, of which
the most frequent is functional dyslalia, which is overcome as the child ages. child
grows

° additions,
The alterations present in this disorder are
affecting any consonant or vowel.
omission, substitution, distortion and
° It may be due to phonological delays where the child simplifies sounds
because he or she did not learn to produce the most complex ones, physical
alterations due to malformations of organs that prevent the pronunciation
of sounds, psychological and social factors such as poor education, and
environmental factors such as affection. and parental interest.

° Having dyslalia can become a problem for the child when he enters school,
since the way he expresses himself can mean ridicule from his classmates
and will also affect his reading and writing, because he will not know how to
discriminate between words and You will not be able to identify, for
example, if they say or read hair.
° Teachers must be prepared to be able to teach children who present these language and learning
problems using various techniques according to inclusion education together with the support of
psychologists and hearing and language specialists, involving family members to achieve a good
development of their abilities and improve their learning.

° Detection of dyslalia is easy to identify by not being able to articulate correctly and is noticed both
in the family and educational environment. The evaluation must take into account the anamnesis,
non-linguistic aspects, anatomical-functional examination and the exploration of language
comprehension.

° It is important to keep in mind that in the preschool periods the child's speech develops intensely
and, most importantly, is more flexible, which is why all types of dyslalia can be overcome.
D
The intervention can be classified into two types, the indirect one that is
directed at the functions that affect the oral expression of language, and
the direct one that is directed at articulation and its integration in
spontaneous language.

D
There are episodes where dyslalia disappears according to the child's own
language development; however, if this disorder persists after the normal
evolution, it must be corrected and follow oriented and specialized
treatment.
RECOMMENDATIONS

D
It is recommended that the problem be detected as soon as possible since it would mean a problem in
the child's speech learning process and especially if over time they continue to have difficulty
pronouncing certain letters. This is seen through the person's growth, since what happens with
human beings is that we learn sounds in an evolutionary sequence.

D
The role of adults is important for the development process of the phonological component in
children, since they provide the opportunity for the child to exercise the emissions that he is
capable of producing, which is why the vocal game that is established between is recommended;
both during the first years of life, starting with babbling, crying, then short words, where they will
omit some consonants, then short messages and structured sentences that will become an
instrument of communication for them.
° A thorough evaluation must be carried out to determine the exact nature of
the dyslalia in order to determine the treatment that fits the needs of the
child, carry out family counseling and the therapeutic program.

° If the child presents evidence of having dyslalia, it is recommended to prepare

a form that contains the most relevant data (personal data, pre, peri and post-
natal history, motor and language development, family and sociocultural
history). It is also recommended to apply a articulation test that can reflect
the phonemes with which you have difficulty and the type of error you make, all
for an effective treatment program.
THANK
YOU
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