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The many patterns of simplifying difficult sound productions are identified as different phonological patterns. Infants in the age range of 5 to 7 months begin to babble. If the child omits final consonants in words, the errors are classified under the final consonant deletion pattern. The treatment is directed eliminating a persisting faulty phonological pattern instead of individual sound errors. This means that errors are reduced, and the mastery of speech sounds gradually increases. It is important to note that in children who are typically learning to produce speech sounds, phonological patterns are normal until they disappear at certain ages. To identify children who need clinical intervention, the clinician first selects a system of classifying errors according to phonological patterns and then determines the kinds of patterns that are evident in a child's speech. The fact that the child's misarticulations show patterns does not necessarily mean that the child is using phonological rules. Phonologists or clinicians extract rules from the child's pattern of responses. Very little evidence suggests that children who fail to produce final consonants in words are doing so because they are following the final consonant deletion rule. Many phonologists and speech-language clinicians assume that phonological patterns also are rules that children use in simplifying difficult articulatory responses. A child who omits several final or initial consonants is said to exhibit the consonant deletion pattern. A person who says 'wadio' for 'radio' or 'toup' for 'soup' is substituting /w/ for /r/ and /t/ for /s/, respectively. The omission of a sound in a word may make that word simpler to say for the child. In the phonological pattern analysis, children's errors are thought to be simplifications of more complex adult articulatory responses. Patterns of speech sound errors are based on phonological analysis. For clients who misarticulate many sounds, an analysis of the overall pattern of misarticulations may be more appropriate. In the sound by sound method of describing individual errors, the clinicians does not look at the overall pattern of misarticulation. The approach of describing individual errors involves a sound by sound analysis of misarticulations. The child who says 'cuppa' for 'cup' is adding an extra sound at the end of the word. An addition occurs when a sound that does not belong in a word is added. A 'slushy' production of /s/ in 'soup' is a distortion. The listener generally knows what the distorted sound stands for. A distortion is an imprecise sound production that does not match its typical production.
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