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Speech is a fine motor activity to produce sounds involving the coordination of the lips, tongue vocal folds, the vocal tract, and respiration. These sounds form the basis of words that are used for the purpose of communication. There is a developmental sequence of sounds. Some sounds are produced earlier that others. For example, children usually say “p, b, m, f, t, d” before “s, th, r”. As children develop, they acquire the ability to produce more and more sounds and sound combinations (e.g., blue, flight) clearly.
Language is different from speech. Language is a code that we learn to use in order to communicate ideas and express our wants and needs. Reading, writing, understanding, speaking, and some gesture systems are all forms of language. Language includes the meaning of words, the way words are ordered in a sentence, and the way messages vary depending on the listener and the situation. For example, children learn to talk differently to adults than peers, and to talk differently when they are on a playground or in a classroom. There are expected language behaviors for different ages.
For example, by 1 year of age, a child should use one or two words, follow simple requests, (“Come here”), and understand simple questions (“Where’s your shoe?”). By 2-3 years of age, the child should be using two or three-word sentences to talk about and ask for things, and be able to follow two requests (“Get the book and put it on the table.”). Children are individuals and may develop at slower or faster rates than expected. What is most important is that the child shows continuous speech and language growth.
Speech and language disorders occur in both children and adults. Speech and language problems can occur together or independently of each other. Speech disorders include problems with articulation (pronunciation of sounds¬¬), fluency (stuttering), and/or voice (rough, hoarse, or nasal quality). Language disorders may involve speaking, listening, reading or writing. Speech and language disorders may have developmental or acquired and may result from hearing loss, mental retardation, autism, cerebral palsy, or other genetic conditions, diseases, or syndromes. Often the cause is unknown in children. Speech-language pathologists are the professionals who assess and treat these disorders.
Talk to your child about what you are doing, what you see, what your child is doing, and what your child sees. Try to use language that is appropriate for your child’s speech and language ability. Accept some speech mistakes as your child’s speech develops. Simply repeat or expand what was said using the correct words or sounds. Try not to comment on the mistake! If you don’t understand what your child is saying, ask your child to repeat or help the child to rephrase. Take time to listen and respond to your child. Acknowledge, encourage, and praise all attempts to communicate.
OMDs are disorders that include at least one of the following:
OMDs can cause:
In children, OMDs are linked to a disruption of the dental development.
As you read this text, it is expected that your tongue should rest comfortably against the roof of your mouth and the top of your tongue should be directly behind your front teeth. Importantly, your upper and lower teeth should not touch, allowing a resting dental freeway space. Your lips are closed, you are breathing comfortably through your nose with your hands away from your face.
Any changes to those typical tongue and lip resting postures, caused either by an airway issue blocking continuous nasal breathing, prolonged sucking habit of thumb, finger, pacifier, nail biting habit, or leaning your face on your hand, can disrupt the dental freeway space. Research has shown that only a few hours of increased resting dental freeway space a day can result in unwanted, permanent changes of dental development.
Orthodontists and dentists can realign your teeth and restore your smile, but they do not retrain your tongue to rest in the right spot, switch to nasal breathing or eliminate habits. Over time it is likely that the habits or behaviors that have initially disrupted your dental development will continue to do so.
For more information go to ASHA’s website at www.asha.org
