Transcript Spoiled for Choice 4 - Speech

PACT Caroline Bowen
used with children 3;0 – 6;0
 References
 Resources
Fixed-up-One Routine
PACT Publications
The Quick Screener , Quick Vowel Screener
“Parent education” slide shows, etc.
 Assessment
Quick Screener – parents observe
Core Speech Assessment Battery
 Typically
Copyright © 2011 Caroline Bowen
Quick Screener
Copyright © 2011 Caroline Bowen
Intelligibility
Rating
Copyright © 2011 Caroline Bowen
Copyright © 2011 Caroline Bowen
Copyright © 2011 Caroline Bowen
Background
 PACT
is a family-centred, broad-based
intervention that addresses phonemic,
phonetic and perceptual aspects of SSD.
 3-6 year olds; older children with cognitive
challenges.
 Five dynamic, interacting components
Copyright © 2011 Caroline Bowen
 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.
Copyright © 2011 Caroline Bowen
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.
Copyright © 2011 Caroline Bowen
Intervention Procedures
Parent Education
 Fifty-Fifty Split
2. Metalinguistic Training
3. Phonetic Production Training
4. Multiple Exemplar Training
 Listening lists / focused auditory input /
alliterative input / minimal pair activities
5. Homework
1.
Copyright © 2011 Caroline Bowen
Have a cue that
means “think”
…like Einstein who
was a very good
thinker!
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”.
Copyright © 2011 Caroline Bowen
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
20 July, 2015
Copyright © 2011 Caroline Bowen
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
20 July, 2015
Copyright © 2011 Caroline Bowen
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.
20 July, 2015
Copyright © 2011 Caroline Bowen
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”
20 July, 2015
Copyright © 2011 Caroline Bowen
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”
20 July, 2015
Copyright © 2011 Caroline Bowen
“You be the teacher and tell me if I say
this the right way or the wrong way.”
camera
tamera
20 July, 2015
Copyright © 2011 Caroline Bowen
“You be the teacher and tell me if I say
this the right way or the wrong way.”
Look at the
camera.
Look at the
tamera.
20 July, 2015
Copyright © 2011 Caroline Bowen
“You be the teacher and tell me if I say
this the right way or the wrong way.”
I take photos
with my camera.
I take photos
with my tamera.
20 July, 2015
Copyright © 2011 Caroline Bowen
“You be the teacher and tell me if I say
this the right way or the wrong way.”
candle
tandle
20 July, 2015
Copyright © 2011 Caroline Bowen
“You be the teacher and tell me if I say
this the right way or the wrong way.”
Cup of coffee.
Tup of toffee.
20 July, 2015
Copyright © 2011 Caroline Bowen
6. “Silly sentences”
The child judges whether or not a
sentence is “silly”.
Twinkle, twinkle little star
Twinkle, twinkle little dar
20 July, 2015
Copyright © 2011 Caroline Bowen
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
20 July, 2015
Copyright © 2011 Caroline Bowen
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).
20 July, 2015
Copyright © 2011 Caroline Bowen
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
20 July, 2015
Copyright © 2011 Caroline Bowen
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.
e.g., the child “walks” for “true” but not “two”
20 July, 2015
Copyright © 2011 Caroline Bowen