الفهرس 
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Abstract
SUMMARY
S
peech sound disorder is a communication disorder in which children have persistent difficulty saying words or sounds correctly. Speech sound production describes the clear articulation of the phonemes (individual sounds) that make up spoken words. It requires both the phonological knowledge of speech sounds and the ability to coordinate the jaw, tongue, and lips with breathing and vocalizing in order to produce speech sounds. Children with speech sound disorder may have difficulty with the phonological knowledge of speech sounds or the ability to coordinate the movements necessary for speech. These communication difficulties can result in a limited ability to effectively participate in social, academic, or occupational environments.
Children with speech sound disorders (SSDs) demonstrate delayed acquisition of developmentally appropriate speech sounds, resulting in reduced intelligibility of their speech. Idiopathic SSDs are not caused by known etiological factors, such as cleft palate, hearing loss, craniofacial or dental abnormalities. Instead, SSDs are hypothesized to reflect a central cognitive and neurological deficiency in how phonemes are represented and organized within the language system.
It can be organic or functional in nature. Organic speech sound disorders result from an underlying motor/neurological, structural, or sensory/perceptual cause while functional speech sound disorders are idiopathic with unknown causes which include articulation disorders and phonological disorders, The articulation disorders are at the phonetic level which is the motor act of producing the vowels and consonants while phonological disorders are at the phonological (phonemic) level that the child has difficulty organizing their speech sounds into a system of sound patterns (phonemic patterns).
The broad range of phonological approaches used in clinical intervention can be classified generally into sensory-motor approaches and cognitive-linguistic approaches that contributed to form multiple strategies as phonological oppositions (minimal, maximal and multiple oppositions), phonological awareness therapy, core vocabulary approach, therapy based on nonlinear phonology theory and phonotactic therapy.
Auditory bombardment is a procedure in which the patient is exposed to intensified, repeated, systematic multiple examples of phonological targets and contrasts. Auditory bombardment is used on the basis that phonological progress is sensitive to phonological input.
Speech sound perception training is used to help a child acquire a stable perceptual representation for the target phoneme or phonological structure. Auditory bombardment is one of the recommended procedures in which many and varied target examples are presented to the child, sometimes in a meaningful context such as a story.
The aim of this study is to construct an Arabic auditory bombardment therapy program and measure its effectiveness in treatment of functional speech sound disorders.
This study was applied on 60 participants diagnosed with functional speech sound disorder without language disorders or with mild delayed language development who were chosen according to inclusion and exclusion criteria.
Inclusion criteria was that they should range in age from 3-5 years presented with functional speech sound disorder without language disorders or with mild degree of delayed language development, with average IQ and without any organic causes of speech sound disorders (motor/neurological, structural, or sensory/perceptual causes) and exclusion criteria were illiterate or non-cooperative family and care givers with speech sound disorders.
The participants were divided into 2 equal groups. Both groups were subjected to the assessment protocol.
After assessment, both groups received the conventional therapy for 3 months but only group (2) received the constructed auditory bombardment therapy program.
Both articulation test and test for identification of phonological processes were applied before and after receiving therapy. Comparisons between their scores after receiving therapy and differences achieved by each group were done and they showed that group (2) has high significant difference (improvement) in most of articulatory errors and most of phonological processes as a result of combination of auditory bombardment with the conventional therapy for group (2).