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functional. Dyslalias

are those that do not present any physical or organic condition that justifies the dyslalia. Are referred to by some authors phonological disorders, as children have organized their phonological system differently than usual. Diction errors are generally similar to those produced by children during the stages of language acquisition and can be classified into four types:

• Replacement: a phoneme is issued to replace one that can not be uttered. It displayed the most difficulty in correcting them, because the child generalizes the use of substitution in spontaneous language.
• Default: the difficulty of issuing a phoneme, it is simply ignored.
• Investment: the child, have difficulty in articulating a particular phoneme can get used to inserting in another sound. This is not very common.
• Distortion: issuing a similar phoneme to adequate, but not right nor is it gives the replacement by another phoneme. It should be noted the child's cultural environment, as in some languages \u200b\u200bcertain phonemes are adequate while others do not.

The most common errors are substitutions and distortions.

Etiology

different models have been proposed to explain the functional dyslalia. Among them we can find.

1. Model perceptual motor coordination would be a kind of learning engine. Is essential then that the child learns a motor schema, that is, to internalize a rule that allows the application of a movement in a variety of situations. It is not enough to practice the movement, but it is necessary to think of it, for which the child must pay attention to information kinesthetic and proprioceptive feedback of movement and sound of phonation itself.

2. Model discrimination: joint disorders are related to auditory discrimination. In this way, they would occur due to inability to discriminate sounds in the spoken chain or acoustic perception has stored the child is inadequate and that compares with what you hear.

3. phonological model: the errors of the joint does not occur randomly, but respond to a structured model for the child. Thus, the child may have memorized two phonemes as only one can not see them both in hearing and in the broadcast.

other factors are also postulated as causes of functional dyslalias, among which we mention: psychological factors, environmental factors, hereditary factors, intellectual factors.