Articulation and phonological rule development are important as discussed on the previous page. How do you know if your child or student's speech is developing as expected? The following information may assist you in determining if your child/student needs to be referred to the Speech-Language Pathologist (SLP). This information is based on information from Crowe and McLeod (2020).
Most consonants are acquired by 5;0 (years;months). The consonants
Although meeting developmental guidelines is considered when finding a child eligible for speech therapy services, it is not the only piece of information that is required to be considered. In order to be determined eligible for special education, i.e., speech-language therapy, the following must also be determined.
A student must:
1. Have a disability;
2. Have a disability that causes an adverse effect on participation in the general curriculum; and
3. Have a disability that requires specially designed instruction and related services, as appropriate.
Wait...you said something about phonological rule development. What is that?
There is a difference between an articulation disorder and a phonological disorder. In short, an articulation disorder is motor-based. The child has difficult forming or making the sound. A phonological disorder is a speech sound disorder where the child can make the target sound but they consistently use the sound incorrectly. For example, let's say that a child can say /p/, /t/, and /k/ but they consistently delete these sounds at the end of words. This would be considered a phonological process or incorrect speech rule. Many children have a combination disorder. There are also other specific speech sound disorders that are unique, i.e., apraxia of speech. Please consult a SLP if this is a concern.
Most consonants are acquired by 5;0 (years;months). The consonants
- /b, n, m, p, h, w, d/ are usually acquired by 2;0–2;11;
- /ɡ, k, f, t, ŋ (ng), j (y)/ are usually acquired by 3;0–3;11;
- /v, ʤ (J), s, ʧ (ch), l, ʃ (sh), z/ are usually acquired by 4;0–4;11;
- /ɹ (r), ›, ʒ (zh)/ are usually acquired by 5;0–5;11; and
- /θ (th)/ are usually acquired by 6;0–6;11
Although meeting developmental guidelines is considered when finding a child eligible for speech therapy services, it is not the only piece of information that is required to be considered. In order to be determined eligible for special education, i.e., speech-language therapy, the following must also be determined.
A student must:
1. Have a disability;
2. Have a disability that causes an adverse effect on participation in the general curriculum; and
3. Have a disability that requires specially designed instruction and related services, as appropriate.
Wait...you said something about phonological rule development. What is that?
There is a difference between an articulation disorder and a phonological disorder. In short, an articulation disorder is motor-based. The child has difficult forming or making the sound. A phonological disorder is a speech sound disorder where the child can make the target sound but they consistently use the sound incorrectly. For example, let's say that a child can say /p/, /t/, and /k/ but they consistently delete these sounds at the end of words. This would be considered a phonological process or incorrect speech rule. Many children have a combination disorder. There are also other specific speech sound disorders that are unique, i.e., apraxia of speech. Please consult a SLP if this is a concern.