Phonetic or dyslalia disorder

Phonetic or Dyslalia disorder is a speech disorder characterized by difficulties in the pronunciation of language sounds. People with dyslalia may have difficulties in producing specific sounds, such as "R", "s" or "Z", or to articulate complex sounds, such as consonant combinations or reverse syllables.

Content

• Dyslalia signs
• Start and Disorder Course
• Evaluation of phonetic disorder or dyslalia
• DISLALIA DISORDER TREATMENT
  • Indirect treatment exercises
  • Direct treatment exercises
  • Bibliographic references

Dyslalia signs

Dyslalia signs may vary according to the person and can be more evident in some specific sounds of language. Some of Dyslalia's most common signs include:

1. Difficulties to pronounce specific sounds: People with Dyslalia can have difficulty pronouncing certain sounds of language, such as "R", "S" or "Z". They can omit or replace sounds, or have difficulty producing them correctly.
2. Difficulties to articulate complex sounds: People with Dyslalia may have difficulty articulating sounds that involve combinations of consonants or reverse syllables. For example, they can have difficulty pronouncing words containing "pl" or "tr".
3. Talk unintelligible or unintelligible: People with Dyslalia can speak unintelligible or unintelligible, which can make the understanding of their speech difficult.
4. Difficulties to learn new words: People with Dyslalia can have difficulty learning new words and may need more time and effort to dominate vocabulary.
5. Difficulties to communicate effectively: People with Dyslalia may have difficulty communicating effectively in social situations and may experience anxiety and low self -esteem as a result.

There may be sound omissions, and in the most serious cases speech can become completely unintelligible. Usually the sounds that are not pronounced are replaced by others. Those who most frequently have pronunciation difficulties are: R - RR - S - L. Difficulty can also appear to pronounce symphons and changes in the order of sounds (eg.: sun for the).

Dyslalia can manifest in different forms and degrees of severity, and may be associated with other speech and language disorders, such as dyslexia, attention deficit disorder and hyperactivity (ADHD) or autistic spectrum disorder (TEA).

Dyslalia can affect the development of language and communication, and can have an impact on the self -esteem and social interaction of the person. Therefore, it is important to diagnose and treat dyslalia as soon as possible to help the person overcome their difficulties and improve their quality of life.

Start and Disorder Course

Dyslalia may appear in childhood, usually Between 3 and 6 years, when children begin to develop their speech and language skills. In some cases, dyslalia may be the result of an underlying medical condition, such as hearing problems or in the motor function of speech, but in many cases, the cause is unknown.

Dyslalia signs can be more evident when the child begins to learn to speak, and may include difficulties in pronouncing certain language sounds, such as "R", "S" or "Z". Over time, dyslalia can affect the development of the child's language and communication, which can have an impact on its ability to communicate effectively and to socially interact.

2% - 3% of children between 6 and 7 years have a moderate or severe phonetic disorder, but the prevalence of mild forms of the disorder is much higher.

As the child grows, the difficulties of dyslalia can change and manifest in different ways. For example, the child You can have difficulty learning new words and articulating complex sounds, such as consonant combinations and reverse syllables. In addition, dyslalia can have an impact on the child's self -esteem and confidence, especially if you experience difficulties in school and social situations.

Both the beginning and the course depend largely on gravity. A greater severity, earlier detection occurs and the difficulty of recovery is greater. At least gravity, the detection is later but the prognosis is better. In mild cases recovery is usually spontaneous. In non -serious cases, the detection is generally done when the child enters the preschool classes, where difficulties appear to be understood, in addition to being possible to compare it with their peers.

It can be associated with causal factors such as auditory or structural deficiencies (palatine cleft, frenulum, etc.), neurological disorders, or cognitive deficit, but 2.5% of preschool children have phonetic disorder of unknown origin.

Evaluation of phonetic disorder or dyslalia

The evaluation of phonetic disorder or dyslalia implies an exhaustive evaluation of the child's speech and language skills to determine the presence of difficulties in pronunciation of language sounds. The evaluation must be carried out by a specialist in speech and language disorders, such as a speech and language therapist.

The evaluation may include several tests and activities designed to evaluate the child's specific skills, such as the ability to pronounce specific sounds, the ability to articulate complex sounds and the ability to communicate effectively in social situations. Some of the activities and tests that can be used in the evaluation include:

1. Sounds joint evaluation: This evaluation implies asking the child to pronounce different sounds and words to evaluate their ability to articulate the sounds correctly.
2. Evaluation of receptive and expressive language: This evaluation implies evaluating the child's ability to understand and use language in different social situations.
3. Spontaneous speech evaluation: This evaluation implies observing the child while speaking in a social situation and evaluating their ability to communicate effectively.
4. Vocabulary evaluation: This evaluation implies evaluating the child's knowledge of different words and their ability to learn new words.

Once the evaluation has been completed, the speech therapist and language can develop an individualized treatment plan to address the specific needs of the child and improve their speech and language skills. Treatment may include specific exercises to improve the pronunciation of sounds, the use of pronunciation models and training in word reading and writing, among other techniques.

DISLALIA DISORDER TREATMENT

Dyslalia treatment may include speech and language therapy, which is focuses on improving the pronunciation of language sounds and developing speech and communication skills. Therapy can include specific exercises for the production of sounds, the use of pronunciation models and the training in the reading and writing of words. In addition, the treatment can include the participation of the family and the close environment of the person to reinforce and practice the sounds learned in therapy in everyday situations.

Indirect treatment exercises

• Respiratory
  • No material and with material
• Relaxation
• Psychomotor
  • Body scheme; Motor coordination; Balance: deep sensitivity and body
• Perception and spatial orientation
  • Organization of the Immediate Space to the Child
  • Displacement in space
  • Organization of space in relation to the outside world
  • Spatial relationship of objects with each other
  • Graphical representation of space
  • Space organization games
• Perception and temporary orientation
  • Acquisition of basic temporal elements
  • Awareness of relationships in time
• Rhythm
  • Rhythmic movements; Rhythm linked to the joint
  • Perception and auditory discrimination
  • Discrimination of sounds; Of phonemes; Audibilization of words and phrases
  • Buco-Facial
  • Language exercises; Of lips; Of jaw

Direct treatment exercises

• Articulatory exercises of altered phonemes
• Use of the rhythm to automate the correct joint
• Repeat of the sounds learned
• Directed expression
• Spontaneous expression

Bibliographic references

• Alba, j., & Montiel, J. (2016). Children's dyslalias: evaluation and treatment. Pyramid editions.
• Arancibia, v. J., & Sanhueza, J. (2015). Dyslalia: A speech disorder in childhood. Chilean Pediatrics Magazine, 86 (4), 240-247.
• Castillo-Rojas, s. (2014). EVALUATION AND INTERVENTION IN DISLALIA: Review of theoretical foundations and practical applications. Neurology Magazine, 58 (8), 369-377.
• Martínez, J. J., & Serra, J. C. (2017). Dyslalias: affected oral communication. Aljibe editions.
• Vicente, j. (2014). Dyslalias: a multidisciplinary approach. Pyramid editions.