A lisp is a speech impediment, stereotypically characteristic of people unable to pronounce sibilants. These are replaced with interdentals making the speech unclear. This is the only one of several versions of lisp.
The lateral lisp is another example. The /s/ and /z/ sounds are produced with air escaping over the sides of the tongue, sounding sort of wet.
There is also the palatial lisp where the speaker attempts to make the sounds with the tongue in contact with the palate.
The causes for this speech disorder are multiple. In some cases, it can be psychological. Some medical condition may be responsible for this disorder. A bruised tongue may also be induce lisping effect.
Speech therapy is the usual way to go when dealing with a lisp, especially in children. There is an array of speech combos and exercises which can greatly reduce the speech impeding effects, if not remove them entirely. However, many different circumstances affect the treatment results making it extremely hard to predict them.
Taking a correction of an “S” sound as an example, a speech pathologist would most likely resort be an exercise which deals with the said sound. So, the practice would likely consist of simple‘s’ words like “say, sun, soap, sip, sick, said, sail.” By slowly increasing the complexity of the words used, some improvements might become apparent. Examples of increased complexity typically involve words in phrases and sentences, longer, multi-syllabic words, or faster pronunciation.
Using this method, success is achieved by targeting a sound in a phonetically consistent manner. This last term means that a target sound is isolated and the context is made consistent. Consistency is of importance, because factors such as the position within the word and sound grouping may affect the end result.
Repetition allows the students to implement all the required processes, motor planning, and auditory processing. A student with a lisp disorder is deficient in an important area of communication. To correct this problem, there is a need for adjustments in these processes. This, of course, is in no way an exact science. It usually comes down to trial and error basis. If one thing it doesn’t’ work, another might, and so on. There are simply too many factors to take into account.
A phonetically consistent treatment strategy involves repetitiveness. What is practiced is consistent and does not change. The context might change, though, but the characteristic that the process is supposed to right must stay the same. Once a successful result is achieved, it is possible to move to another point of reference. Taking problems down one at a time is probably the best method there is.
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