Transcript Slide Show about Articulation Therapy | Phonetic Intervention

Traditional Articulation Therapy
“Phonetic Intervention”
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What constitutes the so-called 'traditional' approach to
'articulation therapy'?
There is no single definition, for indeed a number of
beliefs and practices may be involved, and the term
clearly means different things to different people,
depending on what they thought was generally done.
Copyright © 2011 Caroline Bowen
Procedures
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Some of the procedures that have characterised
assessment and intervention for functional speech
disorders, and which may be considered by many
SLPs/SLTs to embrace 'traditional' approaches, were
described by Powers (1971).
Powers maintained that the 'stimulus methods'
developed and described by Travis (1931), had remained
the core of the majority of treatment methodologies used
by speech-language pathologists.
Powers began her therapy with auditory discrimination
training. A sound was identified, named, discriminated
from other speech sounds, and then discriminated in
contexts of increasing complexity.
Copyright © 2011 Caroline Bowen
Hallmark sequence
Permutations of the traditional approach, always putting discrimination of
sounds produced by others first, are to be found in Berry and Eisenson
(1956), Carrell (1968), Garrett (1973), Sloane and Macaulay (1968) and
of course, Van Riper (1978 p. 179), who wrote:
"The hallmark of traditional therapy lies in its sequence of activities for:
(1) identifying the standard sound,
(2) discriminating it from its error through scanning and comparing,
(3) varying and correcting the various productions until it is produced
correctly, and finally,
(4) strengthening and stabilizing it in all contexts and speaking situations."
Therapy resources designed for the administration of traditional approaches
to speech therapy for children's speech sound disorders continue to be
published, some incorporating aspects of other programs and
methodologies, and some with evidence of internal development.
Copyright © 2011 Caroline Bowen
Therapist as teacher
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Adopting the role of teacher, the therapist guides the
child through a series of carefully sequenced and
graded steps, usually one phoneme at a time.
The procedure starts with ear training, and goes on
through increasingly complex production contexts.
Finally the phoneme is used in spontaneous
conversational speech, and the emphasis moves to
self-monitoring.
The child takes a "passive learner" role, with active
exploration and processing of the sound system not
specifically encouraged. The approach, rather than
being communication centred, is "therapy" centred,
with the child learning what the therapist sets out to
teach.
Copyright © 2011 Caroline Bowen
Evidence
Following the example of the medical
profession, published evidence of the
success of traditional approaches has
been mainly in the form of case
illustrations and clinical descriptions (for
example, Powers, 1971; Travis, 1931;
Van Riper & Irwin, 1959).
Copyright © 2011 Caroline Bowen
“Regardless of their placement on
the phonetic phonemic continuum,
children with speech disorders require
aspects of each in remediating their sound
disorders. The focus on either the
phonetic or phonemic aspects of sound
production will vary depending upon the
child’s learning needs. I believe that
intervention that focuses on one aspect to
the exclusion of the other will be limited in
terms of longer intervention periods and/or
in failure to generalize.” Williams, 2005
Copyright © 2011 Caroline Bowen
Target Selection
 Phonetic
targets are sounds that the child
is unable to produce or sounds for which
the child does not have true stimulability.
 Likely candidates are /s/ and other
fricatives, the affricates, /r/, /l/, /ð/ and /θ/,
including “residual errors”.
Copyright © 2011 Caroline Bowen
Intervention Procedures
1.
2.
3.
4.
Identify the standard sound.
Discriminate it from its error.
Vary and correct (“shape”)
productions until it is produced
correctly.
Strengthen and stabilise it in all
contexts and speaking situations.
Van Riper (1978, p. 179).
Copyright © 2011 Caroline Bowen
Intervention Activities
Therapy incorporates
 Phonetic placement
 Auditory discrimination training
 Drill
 Drill-play
The following slides contain examples of the
types of activities and materials employed.
Copyright © 2011 Caroline Bowen
Cue cards: pictures and sounds
Say the speech sound not the letter
name when providing cues.
t
May need to
explain this
repeatedly.
The dripping tap says t t t
The snake sound is s…
s
6 July, 2015
CUE CARDS Use imagery the child understands
sh
The “be quiet noise” is /ʃ/
The bunny rabbit noise is /f/
f
6 July, 2015
There is no “right way” to cue – use imagery that
“means something” to child and family.
z
A buzzy be goes /z/
The popcorn noise is p p p
p
Picture and phoneme
m
ch
Say /m/, not “em” or “muh”
Say /ʧ/, not “cee aitch” or “chuh”
Word Flips (Granger, 2005)
• Useful resource – CV words presented in a
format that many children enjoy.
Copyright © 2011 Caroline Bowen
Game Formats
Posting toys, trains, photo cubes, necklaces,
flash cards on key rings, brag books …
6 July, 2015
Copyright © 2011 Caroline Bowen
CV Syllable and Word Drills
C + /i:/
(consonant plus “ee”)
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6 July, 2015
CV
Copyright © 2011 Caroline Bowen
sea
6 July, 2015
CV
sigh
sigh
Copyright © 2011 Caroline Bowen
6 July, 2015
CV
Copyright © 2011 Caroline Bowen
sew
6 July, 2015
CV
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saw
6 July, 2015
VC syllable and word drills
V + stop
(vowel plus p t k b d or g)
Copyright © 2011 Caroline Bowen
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
up
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
ape
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
eat
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
eight
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
ark
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
ache
6 July, 2015
add
VC
4+ 4= 8
Copyright © 2011 Caroline Bowen
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
odd
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
ugg
6 July, 2015
VC
Copyright © 2011 Caroline Bowen
egg
6 July, 2015
Single word production drill
Game: Artic Chipper Chat
Copyright © 2011 Caroline Bowen
6 July, 2015
Single word production drill
CD - Speech Sounds on Cue
http://www.mmsp.com.au
Copyright © 2011 Caroline Bowen
6 July, 2015
Single word production drill
Smart Chute
Copyright © 2011 Caroline Bowen
Single word and short phrase production drill
sheep cape soup cup soap pipe rope top
===
sheep in a cap, sheep in a cape,
sheep slurping soup, sheep with a cup…
http://www.blacksheeppress.co.uk
Copyright © 2011 Caroline Bowen
6 July, 2015
Single word and sentence production drill
LinguiSystems
SPARC Revised, SPARC Artic Junior,
SPARC for Phonology; SPARC R and S
Copyright © 2011 Caroline Bowen
6 July, 2015
Single word and sentence production drill
Power Point Picture Sequences
/k/ at the beginnings of words
Copyright © 2011 Caroline Bowen
6 July, 2015
key
Mum lost her key.
Copyright © 2011 Caroline Bowen
6 July, 2015
cup
Is that your cup?
Copyright © 2011 Caroline Bowen
6 July, 2015
cap
Andrew has a cap.
Copyright © 2011 Caroline Bowen
6 July, 2015
cone
I want an ice-cream cone.
Copyright © 2011 Caroline Bowen
6 July, 2015
walk
Go for a walk.
Copyright © 2011 Caroline Bowen
6 July, 2015
sock
That’s not my sock!
Copyright © 2011 Caroline Bowen
6 July, 2015
hook
See the shiny hook.
Copyright © 2011 Caroline Bowen
6 July, 2015
work
I like this work.
Copyright © 2011 Caroline Bowen
6 July, 2015
Apps
http://health.groups.yahoo.com/group/phonologicaltherapy/message
/20097
 iPad Apps
 iSpeech for iPad
 ArtikPix
 Pocket SLP
 PhonoPix
 Articulate It
(Smarty Ears)
 Toontastic
Copyright © 2011 Caroline Bowen
Articulation
REFERENCES
Berry, M.D., & Eisenson, J.(1956). Speech disorders: Principals and practices of therapy. New York:
Appleton Century Crofts.
Carrell, A.A. (1968). Disorders of articulation. Englewood Cliffs, N.J.: Prentice Hall.
Garrett, E.R. (1973). Programmed articulation therapy. In D. Wolfe & D.J. Golding (Eds.). Articulation
and learning. Springfield, Ill.: Charles C. Thomas.
Powers, M.H. (1971). Clinical educational procedures in functional disorders of articulation. In L.E.
Travis, (Ed.). Handbook of speech pathology and audiology. Englewood Cliffs, N.J.: Prentice-Hall.
Raz, M. G. (2009). One clinician's streamlining of traditional articulation therapy. In C. Bowen, Children's
speech sound disorders. Oxford: Wiley-Blackwell, pp. 14-17.
Sloane, H.N. Jr., & Macaulay, B.D. (Eds.). (1968). Operant procedures in remedial speech and language
training. Boston: Houghton Mifflin.
Travis, L.E. (1931). Speech pathology. New York: Appleton.
Van Riper, C. (1978). Speech correction: Principles and methods. (6th ed.). Englewood Cliffs, N.J. :
Prentice-Hall.
Van Riper, C. & Irwin, J.V. (1959). Voice and articulation. London: Pitman Medical Publishing Company.
Copyright © 2011 Caroline Bowen