What is verbal dispraxia or apraxia and how it manifests

Verbal Dispraxia, also known as speech apraxia, is a neurological disorder that affects the ability to carry out the necessary movements to produce speech. It is not the result of some type of muscle weakness or paralysis of speech muscles, but is due to the fact that there is a difficulty in planning and coordinating movements.

Content

• What is verbal display
• CHARACTERISTICS OF VERBAL DICXY
• Causes of Dispraxia
• Diagnosis
• Treatment
  • References

What is verbal display

Dispraxia is a speech development disorder in children who It makes it difficult to pronounce words, syllables and sounds properly. Today, its exact causes remain a mystery, although it is believed that it has a neurological origin and manifests from birth.

This difficulty is not due to muscle problems or paralysis, it is the brain that presents the difficulties when trying to coordinate the movements of body parts, such as lips, jaw and tongue, necessary for speech. Although the child is clear what he wishes to express, the coordination of the movements to speak is compromised. A distinctive feature of this disorder is the fight that children face when trying to select phonemes, organizing them in sequence and coordinating the necessary movements to produce them.

CHARACTERISTICS OF VERBAL DICXY

Verbal Dispraxia, being a disorder that affects the coordination of the necessary movements for speech, presents a series of distinctive characteristics that can vary in gravity and manifestation among the affected children. Next, some of these characteristics are detailed:

1. Inconsistency in speech production: A child with verbal dyspraxia can pronounce a word correctly in a moment and have difficulty doing it in another. These errors are inconsistent and can vary every time they try to say the same word.
2. Difficulty with sound sequences: Affected children usually have more problems when pronouncing words or phrases with sequences of complex or little familiar sounds.
3. Substitution, omission or distortion errors: They can replace one sound with another, omit sounds in a word or distort the way a sound occurs.
4. Difficulties with rhythm and prosody: Speech can be slow and is often characterized by an chopped rhythm. They can have problems accentuating the right syllables or to maintain a fluid rhythm when speaking.
5. Greater clarity in familiar contexts: They can also speak more clearly in family situations or when they are relaxed, but they have difficulties in new or stressful situations.
6. Difficulty imitating speech: Although they can have problems spontaneously, when asked to imitate a sound or word, they can do it more accurately.
7. Problems with orofacial coordination: Beyond speech, they can present difficulties with actions such as blowing, sucking or chewing.
8. Error awareness: It is common that children with verbal dyspraxia are aware of their mistakes when speaking and can be frustrated or reluctant to speak in situations where they feel judged or pressed.
9. Difficulties in the temporal organization: They can have problems ordering sounds in the correct sequence, which leads to errors in the structure of words.
10. Development of unequal language: Although the understanding of language is usually adequate, the expression can be affected, which leads to an imbalance between what they understand and what they can verbally express.

Causes of Dispraxia

This is a speech disorder that is still being investigated, and although its exact causes are not completely understood, there are several theories and observations that suggest the following possible factors:

1. Neurological origin: Some theories suggest that verbal dysraxia has a neurological origin, which means that it is related to the way in which the brain coordinates and plan the necessary movements for speech. Research has shown that there may be differences in the structure and function of certain areas of the brain in people with verbal dyspraxia.
2. Genetic factors: There are also studies on the genetic component of Dispraxia. That is, there may be a hereditary predisposition to develop the disorder. This is based on observations that there are often several family members who present similar speech or communication problems.
3. Complications during pregnancy or childbirth: Some researchers have explored the possibility that complications during pregnancy or childbirth, such as lack of oxygen, can be related to the development of verbal display.
4. Brain injuries: In some cases, verbal dyspraxia may be associated with early brain lesions, either due to trauma, an infection or some other medical condition.
5. Associated disorders: Verbal Dispraxia can also occur along with other developmental disorders, such as autistic spectrum disorder or certain genetic conditions. However, it is important to point out that not all children with these disorders will develop verbal dyspraxia.
6. Environmental factors: Although there is no conclusive evidence, environmental factors are also being investigated, such as exposure to certain substances during pregnancy, they could play a role in the development of verbal display.

Despite these theories, it is essential. In many cases, it may be the result of a combination of factors. Continuous research in this field is crucial to obtain a clearer understanding of the causes and, ultimately, improve available interventions and treatments.

Diagnosis

To make a good diagnosis of verbal display, a specialized evaluation is required by a speech therapist in speech motor disorders, since it is the most indicated professional to carry out this diagnosis.

Evaluation procedures:

1. Oral mechanism tests: These tests evaluate the individual's ability to perform specific movements with speech organs, such as lips, tongue and palate. This may include tasks such as blowing, licking the lips or raising the tongue.
2. Oral exam: A detailed mouth exam can help rule out other physical problems that could be affecting speech, such as structural anomalies or muscle weakness.
3. Direct observation: Observing the individual while speaking and eats can provide valuable information on how he coordinates the movements of the speech organs and if there is any inconsistency or difficulty in speaking production.
4. Speech evaluation: You can ask the individual to repeat sounds, words or phrases to evaluate the precision, fluidity and rhythm of speech.
5. Development history: Collecting information about early speech development and the child's language can provide clues about the nature and severity of the disorder.

Age considerations:

It is important to keep in mind that diagnosing verbal dyspraxia in very young children can be a challenge. In children under 2 years, a definitive diagnosis is generally not possible due to natural variability in speech and language development at that age. Even in children aged 2 to 3, a clear diagnosis can be difficult, since they may not have the ability to fully concentrate or cooperate with diagnostic tests.

However, if verbal dyspraxia is suspected in a small child, it is crucial to start with early interventions and speech therapy to support their communicative development. Over time, as the child grows and develops, the diagnosis can become clearer and more precise.

Treatment

Although disparaxia has no cure, it can be handled and improved with adequate interventions. The key is an early and personalized intervention that adapts to the specific needs of the individual.

Therapeutic approaches:

1. Individualized therapy: Speech and language therapy is essential. This therapy is usually one by one with a speech and specialized language pathologist. It focuses on improving the coordination of the oral movements necessary for speech and developing communication skills.
2. Consistency: For children with verbal dyspraxia, maintaining a coherent and consistent form of communication is crucial. This helps establish a solid base on which they can build and improve their speech skills.
3. Intensity: Therapy must be intensive to be effective. It is recommended that patients receive between 3 and 5 therapy sessions per week. For smaller children, shorter sessions, about 30 minutes, they are usually more effective in maintaining their attention and concentration.
4. Motor learning approach: The techniques that are based on motor learning theory and that imply repeated and structured practice of speech movements have proven beneficial.
5. Avoid non -specific therapies: Therapies that focus exclusively on oral exercises without direct relationship with speech production (such as blowing or sucking) are generally not effective on their own to treat verbal display.
6. Multi-sensory approaches: The incorporation of multiple senses in therapy can be beneficial. This may include the use of sign language, images, visual clues and alternative and augmentative communication systems. These approaches can help reinforce learning and provide patients with other ways to communicate while working on their speech.

It is important to remember that each individual with verbal dyspraxia is unique, and what works for one person may not be effective for another. Therefore, it is essential that the treatment is adapted to the specific needs of the patient and that a regular review and adjustment of the treatment plan is carried out as necessary.

Phonetic or dyslalia disorder

References

• Spanish Logopedia, Foniatrics and Audiology Association (AELFA). (2015). Logopédica intervention guide in verbal dyspraxia. Madrid: Medical Editorial.
• Garcia, m., & Rodríguez, C. (2017). Speech disorders: from childhood to adolescence. Barcelona: Pyramid Editions.