Emergence and Prevalence of Persistent and Residual Speech Errors

Abstract

This report reviews the existing literature on the emergence and prevalence of speech sound errors in older children and adults. Findings from several different sources suggest that 1 to 2% of the young adult population overall may present with these errors. Up to 75% of these errors may resolve on their own between the end of the developmental period (i.e., age 9 years) and the end of high school, though speech therapy services may still be justified to reduce any negative social consequences of these errors. At least two different sources of these errors are postulated. Residual speech errors (the more common of the two types) appear to arise as a leftovers from a much earlier speech delay and were originally omission or substitution errors but migrated closer to normal to become distortions. Persistent speech errors, on the other hand, appear to be distortions from an early age that reflect long-instantiated habits. Whether this distinction points to different responses to particular interventions, or whether either type is more or less likely to resolve spontaneously is not clear at this time.

Keywords

Etiology - prevalence - residual speech error - persistent speech error

• References

• 1 Shriberg LD, Fourakis M, Hall SD , et al. Extensions to the speech disorders classification system (SDCS). Clin Linguist Phon 2010; 24 (10) 795-824
• 2 Karlsson HB, Shriberg LD, Flipsen Jr P, McSweeny JL. Acoustic phenotypes for speech-genetics studies: toward an acoustic marker for residual /s/ distortions. Clin Linguist Phon 2002; 16 (6) 403-424
• 3 Shriberg LD, Flipsen Jr P, Karlsson HB , et al. Acoustic phenotypes for speech-genetics studies: an acoustic marker for residual /Er/ distortions. Clinical Ling Phonet 2001; 15: 631-650
• 4 Hull FM, Mielke PW, Willeford JA , et al. Final report. National speech and hearing survey 1976; U.S. Department of Health, Education, and Welfare, Project 50978. Washington, DC: Bureau of Education for the Handicapped;
• 5 Gillespie SK, Cooper EB. Prevalence of speech problems in junior and senior high schools. J Speech Hear Res 1973; 16 (4) 739-743
• 6 Culton GL. Speech disorders among college freshmen: a 13-year survey. J Speech Hear Disord 1986; 51 (1) 3-7
• 7 Morley DE. A ten-year survey of speech disorders among university students. J Speech Disord 1952; 17 (1) 25-31
• 8 Felsenfeld S, Broen PA, McGue M. A 28-year follow-up of adults with a history of moderate phonological disorder: educational and occupational results. J Speech Hear Res 1994; 37 (6) 1341-1353
• 9 Mullen R, Schooling T. The National Outcomes Measurement System for pediatric speech-language pathology. Lang Speech Hear Serv Sch 2010; 41 (1) 44-60
• 10 Law J, Boyle J, Harris F, Harkness A, Nye C. Prevalence and natural history of primary speech and language delay: findings from a systematic review of the literature. Int J Lang Commun Disord 2000; 35 (2) 165-188
• 11 Felsenfeld S, Broen PA, McGue M. A 28 year follow-up of adults with a history of moderate phonological disorder: linguistic and personality results. J Speed Hear Res 1992; 35 (5) 1114-1125
• 12 Johnson CJ, Beitchman JH, Young A , et al. Fourteen-year follow-up of children with and without speech/language impairments: speech/language stability and outcomes. J Speech Lang Hear Res 1999; 42 (3) 744-760
• 13 Lewis BA, Freebairn L, Tag J , et al. Adolescent outcomes of children with early speech sound disorders with and without language impairment. Am J Speech Lang Pathol 2015; 24 (2) 150-163
• 14 Allard ER, Williams DF. Listeners' perceptions of speech and language disorders. J Commun Disord 2008; 41 (2) 108-123
• 15 Crowe Hall BJ. Attitudes of fourth and sixth graders toward peers with mild articulation disorders. Lang Speech Hear Serv Sch 1991; 22: 334-340
• 16 Bralley RC, Stoudt RJ. A five-year longitudinal study of development of articulation proficiency in elementary school children. Lang Speech Hear Serv Sch 1977; 8: 176-180
• 17 Lewis BA, Freebairn LA, Taylor HG. Follow-up of children with early expressive phonology disorders. J Learn Disabil 2000; 33 (5) 433-444