Spoiled for Choice 4 - Speech

Transcript Spoiled for Choice 4 - Speech

Caroline Bowen PhD www.speech-language-therapy.com

PACT Parents and children together

PACT  Typically used with children 3;0 – 6;0  5 interacting components 1.

family / education metalinguistic training phonetic production training 4.

 multiple exemplar training homework activities, incorporating 1-4 above Assessment – Quick Screener while parents observe. Additional assessment as required.

Intelligibility Rating

Quick Vowel Screener

Background

 PACT is a family-centred, broad-based intervention that addresses phonemic, phonetic and perceptual aspects of SSD.

 PACT takes into account the gradualness of phonological change in typical development, and the logistics of accessing adequate SLP/SLT services.

 Planned blocks, and breaks.  Explicitly trained parents continue aspects of intervention in the breaks.

Target Selection

Phonetic, phonemic and perceptual targets. • Traditional & newer selection criteria are used. • Those marked “sometimes” may be used with children unable to cope with more complex targets. • Contrasts may be minimal, maximal or multiple.

Intervention Procedures

 2.

 5.

Parent Education Fifty-Fifty Split Metalinguistic Training Phonetic Production Training Multiple Exemplar Training Listening lists / focused auditory input / alliterative input / minimal pair activities Homework Copyright © 2011 Caroline Bowen

Intervention Activities – Multiple Exemplar Training

 These activities take place during therapy sessions with the SLT, and then go home (or to preschool / school) for “homework”.

 Pictures on the Freebies pages.

 The child is helped to do the activities.

 Parents are often very innovative in thinking up multiple exemplar games that suit their family “style”.

1. “Point to the one I say” The child points to pictures of the words, spoken by the adult in random order or rhyming order. RANDOM:

key, call, cop, tea, tall, top

RHYMING:

key-tea, call-tall, cop-top

2. “Put the rhyming words with these words” 3 to 9 cards are presented e.g.,

seat, sell, sour, sip

The child puts rhyming cards beside them, with as much help as needed.

sheet, shell, shower, ship

3. “Say the word that rhymes with the one I say.” The adult says words with the target phoneme or structure; child says rhyming non-target words adult: “flat” child: “fat” adult: “slow” child: “sew” Child says words s/he can already say. Copyright © 2011 Caroline Bowen 24 April, 2020

4. “Give me the word that rhymes with the word I say.” - NB – children are helped with all of these The adult says the non-target word, and the child selects the rhyming word containing the target sound. Adult says (names) “pole” Child selects a picture of “foal” Adult says (names) “pan” Child selects a picture of “fan” Copyright © 2011 Caroline Bowen 24 April, 2020

5. “You be the teacher now! Tell me if I say these words the right way or the wrong way.” The adult says words or phrases and the child judges “right” or “wrong”   

“camera” / “tamera” “candle” / “tandle” “cup of coffee” / “tup of toffee”

“You be the teacher and tell me if I say this the right way or the wrong way.” 24 April, 2020 Look at the camera.

Look at the tamera.

“You be the teacher and tell me if I say this the right way or the wrong way.” 24 April, 2020 I take photos with my camera.

I take photos with my tamera.

“You be the teacher and tell me if I say this the right way or the wrong way.” Cup of coffee.

24 April, 2020 Tup of toffee.

6. “Silly sentences” The child judges whether or not a sentence is “silly”.

7. “Silly Dinners” The adult says what s/he wants for dinner, and the child judges whether it is a “silly dinner”. I want jelly / deli I want fish and chips / ships I want green peas / bees I want a cup of coffee / toffee Copyright © 2011 Caroline Bowen 24 April, 2020

8. “Shake-ups and Match-ups” The child is shown 4 pictures: e.g., tea-team ; bee-beam The pairs are said to the child rhythmically several times.

The cards are “shaken up” in a container and tipped out onto the table.

The child then arranges them “the same as they were before” (i.e., in pairs).

9. “Find the 2-step Words” The child sorts near minimal pair words representing cluster vs. singleton contrasts. plane-pain plan-pan play-pay burst-Bert Beast-beat nest-net Copyright © 2011 Caroline Bowen 24 April, 2020

10. “Walk when you hear the two steps” The child “finger-walks” two steps upon hearing a consonant cluster as opposed to a singleton consonant at the beginning of a word.