When children do not learn to speak properly or adults – for example, due to illness – have problems with speech, then speech therapy comes into play. What speech disorders there are and how speech therapy can help, we explain below.
Speech disorders in children
The “classic” speech development disorders in children include disorders of phonation, i.e. pronunciation – lisping, for example, which is considered the mildest speech disorder. Stuttering and other childhood speech imprecision are also among them.
Speech disorders in adults
Speech disorders in adults refer to the loss of the ability to translate concepts into words or writing or/and to conceptually comprehend what is spoken or written. A distinction is made between different forms of language disorders. However, the most common cause is a circulatory disorder or, less frequently, hemorrhage in certain regions of the brain.
Speech disorders in adults have their cause in diseases such as Parkinson’s disease, stroke or after accidents with brain injuries.
Speech problems caused by Parkinson’s disease or a stroke
A common symptom of Parkinson’s is what is known as dysarthria: slurred, rather quiet speech. This is because in Parkinson’s, the entire speech apparatus is less mobile, and sound production is more difficult, resulting in mumbled and monotonous articulation. Breathing is irregular. Many Parkinson’s patients suffer from a hasty speech tempo that becomes increasingly faster.
After a stroke, many patients can no longer speak at all – aphasia is the name given to this “speechlessness”, of which there are various types. Typical characteristics can be, for example, word-finding disorders, speech comprehension disorders and a disturbed flow of speech. In addition, swallowing disorders are common.
What speech therapy does
Because the voice is an important key to improving speech in people with Parkinson’s, speech therapists practice volume, among other things. Important basic exercises include taking a deep breath. Then, with the mouth wide open, hold a tone on an A at a medium pitch as loudly, long and steadily as possible. This should be done by pressing both hands firmly on the armrests or the seat of the chair while holding the tone.
Consciously speaking aloud, the patient says words such as “hello,” “good night,” “goodbye.” Reading aloud and deliberate storytelling gradually help to improve pronunciation again and give the patient confidence to actively participate in communication again.
The first language exercises should begin shortly after a stroke, and targeted therapy can begin after four to six weeks. In almost all neurological rehabilitation clinics, speech therapy is part of the standard services and speech therapy care is provided automatically.
Other areas of speech therapy
Speech therapists not only examine and treat people with speech, language and voice disorders, but also swallowing disorders and facial paralysis. Some infants and toddlers have eating and drinking difficulties or central motor physical disabilities that are treated with the help of speech therapy.
Multilingual children
Speech therapists advise parents on multilingual issues. More than 15 million people with a migration background now live in Germany, which means they grow up multilingual. It can happen that a multilingual child initially mixes the different languages.
Here, the German Federal Association for Speech Therapy advises parents that they should not switch between different languages in a specific speech situation. “Children are allowed to decide for themselves in which language they speak. They will often choose the language they know better – at the time. It’s important to allow children to have contact with people who speak the language they’re less proficient in to keep it alive, too.”
Children who have little exposure to German at home should definitely attend a daycare center. “Children learn best when learning is not perceived as stressful. That’s why it also helps children growing up multilingually the most if parents talk and play with them in normal sentences in everyday life. Under no circumstances should they practice with their children. Because first of all, what the children say is important, not so much how they say it.”
