SpeechPathology.com Phone: 800-242-5183


The Stepping Stones Group - Opportunities - November 2023

Anterior Open Bite, Jaw Development, and Apraxia

Robert Mason Dmd, Ph.D

November 16, 2009

Share:

Question

My 21 month old son has a vocabulary of +/- 5 words. He still can't imitate animal sounds (except cat, cow and lion and they all sound the same, though the volume differs) or make simple sounds like /ta/, /ba/, or /o/ sounds. I took him to a speech thera

Answer

The speech therapist that you saw provided good advice. Your child needs a neurological evaluation and this is why the therapist did not use the full two hours scheduled for the evaluation.

What you describe about your son's bite is an anterior open bite. A 3 mm space between upper and lower front teeth would not account for a vocabulary of only 5 words at age 21 months. Most of the sounds that a child of 21 months should be making would not require closure of the bite at the front of the mouth. I would expect that with a 3 mm anterior open bite, your child protrudes his tongue between the front teeth as he attempts speech sound productions. If so, this is a normal adaptation to an open bite and also represents a normal lingual function at this age.

With regard to your question about jaw growth, yes, the jaws are still developing. The upper jaw reaches adult size by around age 8 years, although there is usually a small amount of additional growth continuing to age 12. The lower jaw grows more continuously up to around age 16, with a pubertal growth spurt around age 12 in the growth process. In many individuals, additional growth of the lower jaw is seen into the 20's. The growth process for the jaws may not result in spontaneous closure of the open bite.

From a dental standpoint, I'm not worried about any possible relationship at present between his bite and the use of a bottle during naps and night time. You probably know not to supply him with juice throughout the day as he sucks on a bottle, as this can lead to dental caries.

Your report of the eating difficulties that your child is experiencing also reinforces the speech therapist's recommendation for a neurological examination. A pediatric neurologist is the appropriate resource to not only evaluate your son, but to monitor his subsequent growth and development. I suspect that there is at least some delay in neurological development for speaking and eating. Please know that a neurological developmental delay of the oral structures does not necessarily imply mental retardation. The frustration that your son shows in his attempts to speak could actually be a positive sign that his cortical functions are appropriate. You may be correct that he is apraxic.

A definitive diagnosis may not be possible in a single examination. Don't be surprised if the physician recommends some diagnostic therapy as a way to develop a diagnostic profile on your son over time. Good luck.

Please visit the SpeechPathology.com Library to learn more about this topic and to view a variety of live, recorded and text-based courses in the field.

Robert M. Mason, DMD, Ph.D. is a speech-language pathologist (CCC-ASHA Fellow), a dentist, and orthodontist. He is a Past President of the American Cleft Palate-Craniofacial Association, a professional, interdisciplinary organization specializing in problems associated with facial and oral deformities. Dr. Mason has studied and written extensively about orofacial examination, developmental problems related to the tongue, and the anatomy and physiology of the speech and hearing mechanisms. His reports have appeared in speech, dental, medical, and plastic surgical journals and texts. He is considered to be an expert in tongue thrusting, tongue tie, and other problems related to tongue functions and speech.


Robert Mason Dmd, Ph.D


Related Courses

DIRFloortime®: Beyond Playing on the Floor
Presented by Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Video

Presenter

Joleen R. Fernald, PhD, CCC-SLP, BCS-CL
Course: #9642Level: Advanced4 Hours
  'This course verified a lot of my philosophy in working with my students'   Read Reviews
The DIRFloortime® framework can be used not only with children with autism, but with a wide variety of ages and diagnoses. This 4-hour master class describes DIRFloortime principles and concepts such as Functional Emotional Developmental Capacities (FEDCs) and relationship-based intervention. Case studies provide examples of goals and therapy activities, including virtual experiences, for various populations.

ApPARENTly This Is Not Going Well: Difficult Conversations with Parents
Presented by Marva Mount, MA, CCC-SLP
Video

Presenter

Marva Mount, MA, CCC-SLP
Course: #9726Level: Intermediate1 Hour
  'The best information I have received and bonus that it applies to all aspects and relationships in life, not just professional ones'   Read Reviews
This course explores emotional intelligence (EQ) and how to "plug in" and use it in situations that go awry with parents of clients. Specific strategies for handling difficult situations and de-escalating arguments are discussed.

Facilitating First Verbs through Shared Book Reading
Presented by Susan Hendler Lederer, PhD, CCC-SLP
Video

Presenter

Susan Hendler Lederer, PhD, CCC-SLP
Course: #9735Level: Introductory1 Hour
  'Demonstration of the books written by presenter and ideas of other books to target first verbs'   Read Reviews
This course discusses early verb acquisition, choosing first verb targets, and a variety of strategies to facilitate verb learning using children’s picture books as a therapy context.

The Role of Relationships in Early Development: The Connection Between Experiences and Language Capacity
Presented by Alison D. Peak, LCSW, IMH-E
Video

Presenter

Alison D. Peak, LCSW, IMH-E
Course: #8727Level: Introductory1 Hour
  'Presenter was a good speaker'   Read Reviews
This course will provide information on the connection between early experiences and early formation of language. Through this framework, the course will look at the impact of Adverse Childhood Experiences (ACEs) and serve-and-return interactions on the language gap that exists for many communities across the US.

Embedding Intervention Strategies into Everyday Activities of Infants/Toddlers and Their Families
Presented by Juliann Woods, PhD, CCC-SLP
Video

Presenter

Juliann Woods, PhD, CCC-SLP
Course: #9269Level: Intermediate1 Hour
  'great presentation - was helpful and clear'   Read Reviews
While embedded intervention is logically appealing and commonly accepted as a recommended practice, implementation often lacks the intentionality and sufficiency necessary to facilitate child progress and caregiver confidence. This course will highlight both intervention and implementation strategies to increase dosage and generalization of learning for young children. This course is presented in partnership with the American Board of Child Language and Language Disorders (ABCLLD).

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.