Phonetic Disorder or Dyslalia

Phonetic Disorder or Dyslalia

What is the phonetic disorder or dyslalia

The pronunciation capacity of the phonemes is at a level lower than that corresponding to their mental age. Includes both errors in the articulation of sounds as cognitive problems in their categorization. There may be omissions of sounds, and in the most serious cases speech can become completely unintelligible. Usually sounds that are not pronounced are replaced by others. The ones that most frequently present pronunciation difficulties are: R - RR - S - L. There may also be difficulty pronouncing the symphons and changes in the order of the sounds (eg, sun by the).

Dislalia-associated disorders

It can occur associated with causal factors such as auditory or structural deficiencies (palatal cleft, frenulum, etc.), neurological disorders, or Cognitive Deficit, but 2.5% of preschool children have Phonetic Disorder of unknown origin.

Prevalence of dyslalia

2% - 3% of children between 6 and 7 years have a moderate or severe Phonetic Disorder, but the prevalence of mild forms of the disorder is much higher.

Start and Course

Both the beginning and the course depend largely on the severity. At greater severity, earlier detection occurs and the difficulty of recovery is greater. Less serious, the detection is later but the prognosis is better. In mild cases recovery is usually spontaneous. In non-serious cases, the detection is generally performed when the child enters preschool classes, where difficulties appear to be understood, in addition to being possible to compare it with their peers.

Differential diagnosis of dyslalia

Differential diagnosis with Cognitive Deficit, sensory deficits, motor deficit of the had or environmental deprivation is made through the application of appropriate tests and a careful medical history.

When problems are limited to the rhythm of speech, Phonetic Disorder is not diagnosed.

Phonetic disorder evaluation


Personal information

  • Filiation
  • Personal history, including the development of the disorder
  • Family data

Joint Evaluation

  • Repeated language
  • Targeted language
  • Spontaneous language

Intellectual Level Assessment

  • Intellectual development
  • Verbal comprehension

Psychomotor Assessment

  • Basic Motor Behaviors
  • Buco-facial motor
  • Breathing
  • Tone and relaxation

Assessment of perception and spatial orientation

  • Perceptual organization
  • Spatial organization

Evaluation of temporal perception and rhythm
Auditory perception and discrimination evaluation

  • Sound discrimination
  • Phoneme discrimination
  • Word discrimination

Personality Evaluation
Complementary exams

Phonetic disorder treatment

Treatment Programming

Indirect treatment exercises

  • Respiratory
    • Without material and with material
  • Relaxation
  • Psychomotor skills
    • Body scheme; Motor coordination; Balance: Sensitivity and deep body
  • Perception and spatial orientation
    • Organization of the space immediately to the child
    • Displacement in space
    • Organization of space in relation to the outside world
    • Spatial relationship of objects to each other
    • Graphical representation of space
    • Space organization games
  • Perception and temporal orientation
    • Acquisition of basic temporary elements
    • Awareness of relationships over time
  • Rhythm
    • Rhythmic movements; Rhythm attached to the joint
    • Perception and auditory discrimination
    • Sound discrimination; Of phonemes; Audit of words and phrases
    • Buco-facials
    • Language exercises; Of lips; Jaw

Direct treatment exercises

  • Articular exercises of altered phonemes
  • Use of rhythm to automate the correct articulation
  • Repeating the sounds learned
  • Directed expression
  • Spontaneous expression

All Psychological Therapies