Speech Sound Disorders
Speech Sound Disorders (SSDs) occur when a child has difficulty producing speech sounds correctly or using sounds appropriately in words and sentences. These challenges can affect how clearly a child is understood by others. Some children may substitute sounds, leave sounds out, distort sounds, or have difficulty coordinating the movements needed for speech.
Speech sound development varies from child to child, but most children follow a general pattern as they learn to communicate. Early support from a Speech-Language Pathologist (SLP) can help improve speech clarity, confidence, and communication skills.
Developmental Milestones
By Age 1
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Responds to familiar voices and sounds
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Babbles using repetitive sounds such as:
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“bababa,” “mamama,” “dadada”
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Uses gestures like pointing, waving, or reaching
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Says first words around 12 months
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Produces early speech sounds such as:
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/m/, /b/, /p/, /d/, /n/
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Begins imitating sounds and simple words
By Age 2
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Uses simple words and short phrases
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Speech is understood about 50% of the time by familiar listeners
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Produces early sounds such as:
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/p/, /b/, /m/, /h/, /w/, /n/
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By Age 3
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Speech is understood about 75% of the time
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Begins using:
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/k/, /g/, /f/, /t/, /d/
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Fewer sound omissions
By Age 4
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Speech is mostly understood by unfamiliar listeners
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Produces many speech sounds correctly in conversation
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May still have difficulty with:
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/r/, /l/, /th/, blends
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By Age 5-6
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Most speech sounds are developed
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Speech should be easily understood in everyday conversation
By Age 7-8
Mastery of later-developing sounds:
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/r/, /th/, /s/, /z/, /sh/, /ch/, /j/
Types of Speech Sound Disorders
Articulation Disorder
An articulation disorder occurs when a child has difficulty physically producing specific speech sounds. The child may:
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Substitute sounds (“wabbit” for “rabbit”)
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Omit sounds (“nana” for “banana”)
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Distort sounds (slushy or unclear /s/)
Articulation disorders usually affect a small number of sounds.
Phonological Disorder
A phonological disorder occurs when a child has difficulty understanding and using the sound rules of language. Instead of struggling with one sound, they may use patterns of errors.
Examples include:
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Saying “tat” for “cat”
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Saying “doe” for “go”
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Leaving off final sounds
These patterns often make speech difficult to understand.
Childhood Apraxia of Speech (CAS)
CAS is a motor speech disorder where the brain has difficulty planning and coordinating the movements needed for speech.
Children with apraxia may:
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Say the same word differently each time
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Have difficulty combining sounds
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Use unusual rhythm or stress patterns
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Understand language better than they can express it verbally
Apraxia is not caused by muscle weakness.
Dysarthria
Dysarthria is a motor speech disorder caused by weakness or reduced control of the muscles used for speaking.
Speech may sound:
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Slurred
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Slow
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Quiet
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Monotone
Dysarthria can affect breathing, voice quality, and speech clarity.
Practice Through Play
Use games, crafts, movement activities, and pretend play to encourage communication naturally.
Keep Practice Positive
Celebrate effort and progress. Avoid criticism or frequent correction.
Strategies to Support Speech at Home
Focus on Listening
Play rhyming games, sound matching activities, and songs to strengthen sound awareness.
Model Clear Speech
Speak slowly and clearly during everyday routines.
Repeat Correct Productions
If your child says a word incorrectly, model the correct version naturally without forcing repetition.
Example:
Child: “I see the tat.”
Adult: “Yes, that is a cat!”
Read Together Daily
Books support vocabulary, listening skills, and sound awareness.
When Should Parents Seek Help?
A speech-language evaluation may be helpful if:
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Speech is difficult to understand for their age
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The child becomes frustrated when communicating
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Speech errors continue longer than expected
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The child avoids talking
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Teachers or caregivers notice concerns
Early intervention can make a meaningful difference in communication development.