Voice training for short tongue tethering The tongue is a highly mobile organ that consists of longitudinal and transverse intrinsic muscle bundles. The sublingual tether is formed by the folding of the mucosa that connects the anterior part of the tongue to the floor of the mouth and usually contains a number of muscle fibers. The tether connects the labial-cheek or tongue to the alveolar mucosa and/or the gingiva and its underlying ossicles. Short lingual tethering deformity is a congenital condition. Types of voice training 1, regular voice training and intensive voice training regular voice training once or twice a week, half an hour to an hour each time, training 6 to 12 months, this is the most commonly used training method, if the effect is good, you can adjust the training time and frequency as appropriate. Intensive speech training is trained once or twice a day for one hour each time for 6 to 8 weeks. This training is suitable for speech abnormalities with a single, clear purpose of treatment and easy to use short-term focused methods to solve. 2.Individual training and group training Individual training is the most common method of speech training, and different treatment plans are developed according to the different abnormal characteristics of adult patients; group training is a method taken when several patients have the same pronunciation errors or at the beginning of training. Each group includes several patients and can be in the same age range. The advantage of this kind of training is that it saves time, patients learn from each other and improve faster. Principles of speech training 1. The plan should be made according to the different ages and speech ages of the patients. 2.Training should be based on the order of speech development from simple to complex. For example, phoneme → syllable → phrase → sentence. The training can be done in groups according to the front tongue sounds /z/, /c/, /s/), the tip tongue sounds (/d/, /t/, /n/, /l/), the back tongue sounds (/zh/, /ch/, /sh/), the surface tongue sounds /j/, /q/, /x/), and the root tongue sounds (/g/, /k/, /h/) to judge the effect. 3.Make friends with the patients, seek parents’ cooperation, adhere to the treatment, and evaluate at different stages and revise the treatment plan at any time. Vocal organ motor function training 1, lip muscle motor training double lip opening and closing, mouth shape change and pouting lip movement, etc. 2.Tongue motor training increases the strength of tongue movement, increases the speed of movement and establishes the feeling of correct contact between tongue and palate through tongue extension-retraction training, tongue roll training, tongue topping training and other tongue motor exercises. Training of syllables, phrases and sentences 1. The training of syllables and phrases is based on the practice of single words, and can use the phonetic method, the induction method, the categorization method, and the picture recognition method. For example, the trainer or the mother plays with the child with some toys whose names contain key words to establish the association reflex and instruct the child to describe the toys with the correct phonetic sounds. 2. Sentence training When the child can correctly pronounce the phrases formed by various consonants, short songs can be designed according to various single words and phrases, and the learned pronunciation skills can be used in the song practice to consolidate the formed correct pronunciation pattern, and through a slow to fast way, the patient can form the habit of using correct pronunciation unconsciously. Certain consonants in the song can be repeated to reinforce the abnormal pronunciation. The following methods can be used for continuous speech practice. For preschool children, let them practice children’s songs repeatedly, mainly slowly and accurately, and gradually change to normal speed; practice telling short stories; practice looking at pictures and talking, connecting the contents of the pictures into short stories, finding and correcting pronunciation errors in the process; increase the practice of reading aloud the text for literate children, and read aloud or describe the connection of events for adolescents or adults.