Early

Identification And
Prevention Of
Speech
ASSIGNMENT Disorders
SUBMITTED
PRATHAMESH PATIL
BY-

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)

INTRODUCTION
T h e re a r e s e v e ra l
s p e e c h d i s o rd e rs
that c a n aff ect
individuals, each
w i t h its o w n
characteristi cs,
identi fi cati on
methods, a n d
potenti al p re ve nti o n
strate gi e s .
Children develop at their own rate. Some children walk and talk
early. Others take longer.
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.
Speech-language problems are the most common disability of
childhood yet they are the least well detected, particularly in
primary care settings.
Speech-language deficits are the most common of childhood
disabilities and affect about 1 in 12 children or 5% to 8% of
preschool children.
The consequences of untreated speech-language problems are
significant and lead to -
1. Behavioral challenges
2. Mental health problems
3.Reading difficulties and
4.Academic failure including in-grade
retention and high school dropout.
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.
H e r e a r e s o m e c o m m o n s p e e c h d i s o rd e rs :

ARTICULATION DISORDERS
PHONOLOGICAL DISORDERS
FLUENCY DISORDERS
VOICE DISORDERS
 Articulation Disorders
C h a ra c te r i sti c s :
A rti cul ati o n d i s o r d e r s i nv o l v e diffi culti es in p r o d u c i n g specifi c
s p e e c h s o u n d s o r substi tuti ng t h e m w i t h o t h e r s o u n d s . T h e s e e r r o r s
c a n aff ect intelligibility a n d c l a r i t y of s peech .

Identi fi cati on:

Arti culati o n d i s o rd e r s a r e t y p i ca l l y identi fi ed t h r o u g h s peech a s s es s ment s
co n d u c te d b y s p e e c h - l a n g u a g e p at h o l o g i st s ( S L P s ) . These a s s e s s m e nt s i nvo l ve
a n a l y z i n g the a c c u ra c y of s o u n d p ro d u c ti o n in diff erent contexts.

Preventi on:
E a r l y identi fi cati on a n d inter venti on t h r o u g h s p eech t h e r a p y a r e vital for
a d d r e s s i n g arti cul ati on d i s o rd e rs . S L P s w o r k w i t h i n d i v i d u a l s to i m p r o v e their
s o u n d p ro d u c ti o n t h r o u g h t a r g e t e d exerci s es a n d techniques.
 Phonological Disorders
C h a ra c te r i sti c s :
P h o n o l o g i c a l d i s o r d e r s i nv o l v e p a tt e r n s of e r r o r s aff ec ti n g multi ple
s o u n d s o r g r o u p s of s o u n d s , w h i c h c a n i m p a c t the o v e ra l l intelligibility of
s peech .
Identi fi cati on:
P h o n o l o g i c a l d i s o r d e r s a r e t ypi ca l l y identi fi ed t h r o u g h c o m p re h e n s i ve
a s s e s s m e nt s co n d u c te d b y S L P s . These a s s e s s m e nt s e x a m i n e the child's e r r o r
p att e r n s a n d c o m p a r e t h e m to a g e - a p p r o p r i a t e s o u n d d eve l o p m e nt .

Preventi o n :
E a r l y inter venti on t h r o u g h s p e e c h t h e r a p y h el ps i n d i v i d u a l s w i t h p h o n o l o g i c a l
d i s o rd e rs d e v e l o p a c c u ra t e s o u n d p att e r n s . S L P s p r o v i d e t h e r a p y to t a r g e t
specifi c e r r o r p att e r n s a n d e n h a n c e o v e ra l l p h o n o l o g i c a l a w a r e n e s s .
 Fluency Disorders (Stuttering)
C h a ra c te r i sti c s :
F l u e n c y d i s o rd e rs , c o m m o n l y k n o w n a s stutt ering , i nv o l v e d i s r u p ti o n s in
the fl o w of s p e e c h , s u c h a s repeti ti ons, p r o l o n g a ti o n s , a n d b l o c ks .

Identi fi cati on:

S t u tt e r i n g is identi fi ed t h r o u g h o b s e r va ti o n s of sp eec h p att e r n s a n d
b e h a v i o r s . S L P s a s s e s s the f re q u e n c y a n d s eve r i t y of disfl uencies a n d their
i m p a c t o n co m m u n i cati o n .

Preventi o n :
W h i l e the e x a c t c a u s e of stutt ering is not fully u n d e rs t o o d , e a r l y inter venti on is
crucial. S L P s c a n p r o v i d e s p e e c h t h e r a p y th at focuses o n e n h a n c i n g fl uency,
r e d u c i n g a n x i e t y, a n d p r o m o ti n g eff ecti ve c o m m u n i c ati o n strategi es .
 Voice Disorders
C h a ra c te r i sti c s :
Vo i c e d i s o r d e r s i nvo l ve a b n o r m a l i ti e s in v o c a l q u a l i t y, pitch, l o u d n e s s , o r
r e s o n a n c e . T h e y c a n result f r o m v o c a l a b u s e , n o d u l e s , v o c a l c o r d p a ra l y s i s , o r
o t h e r u n d e r l y i n g conditi ons.
Identi fi cati on:
Vo i c e d i s o r d e r s a r e identi fi ed t h r o u g h a c o m b i n ati o n of p e rc e pt u a l
a s s e s s m e nt s a n d i n st r u m e ntal e va l u ati o n s co n d u c te d b y a n S L P o r a n
o t o l a r y n go l o g i st . The s e a s s e s s m e nt s a n a l y z e v o c a l q u a l i t y, v o c a l fold functi oning ,
a n d re l ate d factors.
P re ve nti o n :
P r e v e n ti v e m e a s u r e s fo r vo i c e d i s o r d e r s include v o c a l h y g i e n e p ra c ti c e s , s u c h a s
a v o i d i n g v o c a l st ra i n , s t a y i n g h y d r a t e d , a n d m a i n t a i n i n g g o o d o v e ra l l h e a l t h .
A w a r e n e s s of v o c a l a b u s e a n d p r o p e r vo i c e u s e te c h n iq ue s c a n a l s o h e l p p r e v e n t voice
d i s o rd e rs .
 Apraxia of Speech
Identi fi cati on: A p r a x i a of s p eech is typi cal l y identi fi ed t h r o u g h s p eech
e va l u ati o n s co n d u c ted b y S L P s . These e va l u ati o n s a s s e s s the c o o rd i n ati o n a n d
s e q u e n c i n g of s p ee c h m o v e m e n t s a n d m a y i nvo l ve a n a l y z i n g s p ee c h e r r o r s
a n d p att ern s .
P reve nti o n : P re ve nti o n st rate g i e s fo r a p r a x i a of s p eech focus o n e a r l y
inter venti on a n d p r o v i d i n g s p eech t h e r a p y that t a r ge t s m o t o r p l a n n i n g a n d
c o o rd i n ati o n . S L P s m a y u s e st rate g i e s like o r a l - m o t o r exerci s es , m o d e l i n g
correct s p ee c h m o v e m e n t s , a n d p ra c ti c i n g s p eech s o u n d s a n d sequences.
 Dysarthria
Identi fi cati on: D y s a r t h r i a is identi fi ed t h r o u g h s p e e c h a n d l a n g u a g e
e v a l u a ti o n s c o n d u c te d b y S L P s . T h e s e e v a l u a ti o n s a s s e s s the st re n g t h ,
c o o rd i n a ti o n , a n d co ntrol of the m u s c l e s i n v o l v e d in s p e e c h p ro d u c ti o n .

P r e ve n ti o n : P r e v e n ti o n st rate g i e s fo r d y s a r t h r i a v a r y d e p e n d i n g o n the
u n d e r l y i n g c a u s e s , s u c h a s n e u r o l o g i c a l con d i ti on s o r m u s c l e w e a k n e s s .
M a n a g i n g u n d e r l y i n g con d i ti on s, p r o m o ti n g o r a l - m o t o r exe rc i s e s , a n d
p r o v i d i n g a ssi sti ve t e c h n o l o g y d e v i c e s , if n e c e s s a r y, c a n h e l p p r e v e n t the
p r o g r e s s i o n o r w o r s e n i n g of d y s a r t h r i a .
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: