Typical and Atypical Error Patterns in Children with Speech Sound Disorders

Objectives: Previous research has primarily focused on typical error patterns, with limited attention to atypical error patterns in children with speech sound disorders (SSDs). This study aimed to investigate both typical and atypical error patterns in children with SSDs and to explore their clinical implications. Methods: Fifty children aged 4–6 years with SSDs of unknown origin were assessed using the Urimal Test of Articulation and Phonology 2 (UTAP2) word and sentence tasks. Error patterns were classified as typical or atypical, and the number of children and the frequency of occurrence for each pattern were carefully analyzed. Results: A majority of children exhibited most of the typical error patterns with high frequency. In addition, several atypical error patterns that may be frequently encountered in clinical practice were identified. Interestingly, several atypical error patterns were repeatedly observed within a small subset of children, indicating potential subgroup-specific characteristics. Conclusion: This study identified both common and rare error patterns in children with SSDs, providing empirical evidence that may inform clinical goal setting and intervention prioritization. Moreover, the atypical error patterns observed may reflect the heterogeneous characteristics of SSDs, thereby providing a solid foundation for future research on subgroup classification and for developing consistent analytic frameworks that can be effectively applied to the diagnosis and intervention planning for children with SSDs.