Question 1

What is the difference between the definition of speech sound disorders by the International Expert Panel on Multilingual Children's Speech (2012) (as used in McLeod & Baker, 2017) and the definition of speech sound disorder in the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) developed by the American Psychiatric Association (2013)?

Accepted Answer

The International Expert Panel on Multilingual Children's Speech (2012) defines speech sound disorders as difficulties with speech sound production that impact intelligibility and communication, and may include difficulties with articulation, phonological processes, and motor speech coordination. This definition emphasizes the impact on communication and includes a broader range of speech sound difficulties.

On the other hand, the Diagnostic and Statistical Manual of Mental Disorders (DSM-5) developed by the American Psychiatric Association (2013) defines speech sound disorder as a communication disorder where speech sound production is significantly below the appropriate level for the individual's age, and this impacts intelligibility. This definition focuses more on the specific speech sound production difficulties and their impact on intelligibility, without explicitly including phonological processes or motor speech coordination.

In summary, the main difference between the two definitions is the broader scope of speech sound disorders included in the International Expert Panel's definition, compared to the more specific focus on speech sound production in the DSM-5 definition.

Question 2

What prompted the shift in terminology from articulation to articulation and phonology, then to speech sound disorders?

Accepted Answer

The shift in terminology from "articulation" to "articulation and phonology," and then to "speech sound disorders" reflects the evolution of our understanding of the complexities involved in speech production and the nature of speech disorders.

Initially, the term "articulation" was used to describe difficulties with producing individual speech sounds. This term focused on the physical aspects of speech production, such as the movement of the tongue, lips, and other speech organs. It was primarily concerned with the accuracy of sound production and typically addressed errors like substitutions, omissions, additions, and distortions of sounds.

However, as research in the field of speech-language pathology advanced, it became clear that speech sound production involves more than just the accurate articulation of individual sounds. The term "articulation and phonology" emerged to acknowledge the role of phonology, which is the study of the sound system of a language and the rules that govern the sound combinations. Phonological disorders involve patterns of sound errors (such as fronting, backing, and cluster reduction) that are not just about the motor production of sounds but also about the linguistic and cognitive aspects of how sounds are organized and used in speech.

The broader term "speech sound disorders" encompasses both articulation and phonological disorders. This term is more inclusive and recognizes that there are a variety of factors that can affect a person's ability to produce speech sounds correctly. These factors include motor skills, phonological knowledge, linguistic abilities, and sometimes neurological or developmental issues. Speech sound disorders can be organic or functional in nature, meaning they might have a known physical or neurological cause, or they might be idiopathic, with no known cause.

By using the term "speech sound disorders," professionals in the field can more accurately describe a range of issues that affect a person's ability to produce speech sounds, and it allows for a more holistic approach to assessment and intervention. It also aligns with the International Classification of Diseases (ICD) and the Diagnostic and Statistical Manual of Mental Disorders (DSM), which use similar terminology to classify and diagnose communication disorders.

In summary, the shift in terminology reflects a deeper understanding of the complexity of speech production and the various factors that can contribute to speech sound difficulties. It allows clinicians to diagnose and treat a wider range of speech disorders in a more nuanced and effective manner.

Question 3

What are five reasons why data regarding the prevalence of speech sound disorders vary?

Accepted Answer

1. Diagnostic criteria: Different professionals may use different criteria for diagnosing speech sound disorders, leading to variations in prevalence rates.

2. Population differences: Prevalence rates may vary based on the specific population being studied, such as age, gender, or cultural background.

3. Data collection methods: The methods used to collect data on speech sound disorders can vary, leading to differences in reported prevalence rates.

4. Regional differences: Prevalence rates may vary based on geographic location, as access to healthcare and diagnostic services can differ between regions.

5. Changes over time: Prevalence rates of speech sound disorders may change over time due to factors such as changes in diagnostic criteria, increased awareness, or improvements in data collection methods.

Question 4

Describe the speech outcomes for the 41 adolescents with persistent speech sound disorder, as reported by Lewis et al. (2015) in the Cleveland Family Speech and Language Study.

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Question 5

List five types of speech errors that adolescents or adults with a history of childhood speech sound disorder might display in their speech.

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Question 6

What are possible impacts of speech sound disorders on children's educational, social and occupational outcomes?

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Question 7

State two important roles that siblings can play with children with speech sound disorders?

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Question 8

What is the typical profile of a child referred with a suspected speech sound disorder?

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Question 9

List the child, parent, and family factors considered in research on risk and protective factors for speech sound disorders.

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Question 10

Define evidence-based practice and the three different types of evidence (external evidence, internal clinical evidence and internal patient/client evidence) used to make clinical decisions.

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Question 11

Outline the historical changes in terminology associated with speech sound disorders in children and discuss the pros and cons of the changes in terminology on clinical practice.

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Question 12

Discuss two reasons why some children with speech sound disorders do not receive speech-language pathology services, and propose possible solutions that could address each reason.

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Question 13

Discuss what is known about the natural history of children with speech sound disorders and the challenges involved in conducting research on natural history.

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Question 14

Discuss how speech sound disorders can manifest in late childhood, adolescence and adulthood.

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Question 15

Compare and contrast two case history questionnaires (from an SLP, a local speech-language pathology service or the Internet), and discuss whether the questionnaires address the range of risk and protective factors discussed in

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Question 16

Compare and contrast findings from three key longitudinal studies that have documented long-term outcomes for children with speech sound disorders.

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Question 17

Discuss the pros and cons of pacifier use then justify your own position on pacifier use, in light of recent research on the topic.

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Question 18

Discuss the possible educational, social, and occupational impacts of childhood speech sound disorders.

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Question 19

Interview two adults (with no or limited knowledge about speech sound disorders in children or personal experience with speech sound disorders in children) to explore their attitudes about speech sound disorders in children. Compare and contrast their attitudes with published research on the attitudes of adults towards children and adolescence with speech sound disorders (see

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Question 20

Discuss the challenges that parents can experience when raising a child with a speech sound disorder and the possible impact of a childhood speech sound disorder on their family.

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Quiz 1: Children With Speech Sound Disorders