|
2008
Moderate and Severe
Speech Sound Disorders
A Master
Class by Caroline Bowen
Resources
1.
Activities and Resources for "Josie"
When Josie (not her real name) was aged
6;6 she had a Severe Developmental Phonological Disorder in the
context of mid-average receptive and expressive language
performance. Aspects of Josie's speech assessment
data are
here,
on the index page for the Master Class, and her therapy is reported,
with her family's permission, in the Master Class handout. Follow
this link to access some of the
resources used in Josie's therapy on a page constructed for the
2007 and 2008 events.
2.
Analysis of a Speech Sample
Independent and Relational Analyses
This is a 1-page pdf summary of the
various clinically useful analyses that can be performed
once a child's single word and connected speech samples have been
gathered.
3.
ASHA Position
Statement on CAS
Ratified by the American
Speech-Language-Hearing Association (ASHA) in March 2007, the
ASHA Position Statement on Childhood Apraxia of Speech (CAS)
is now available here with permission, as a 3-page pdf for you to
download.
4.
ASHA Technical
Report on CAS
Also approved in March 2007, the
ASHA Technical Report on Childhood Apraxia of Speech (CAS)
is available, with the kind permission of the American
Speech-Language-Hearing Association (ASHA) as a 74 page pdf.
The Position Statement and Technical Report
represent lengthy, meticulous and painstaking work on the part of
the ASHA ad hoc Committee on
Childhood Apraxia of Speech that began in 2003. Those
serving on the committee were Lawrence Shriberg (chair), Christina
Gildersleeve-Neumann, David Hammer, Rebecca McCauley, Shelley
Velleman, and Roseanne Clausen (ex officio). In addition to the
committee members, the monitoring officers from ASHA wereCelia
Hooper, ASHA vice president for professional practices in
speech-language pathology (2003–2005), and Brian Shulman, ASHA vice
president for professional practices in speech-language pathology
(2006–2008).
5.
Aspiration Trick
On the
Therapy Facts and Tricks! web page is an explanation of the
'aspiration trick' for working with children who 'stop' fricatives,
as well as several work sheets.
6.
Backward Build-ups
for polysyllables
WEB PAGE ON BACKWARD BUILD-UPS THE
APRAXIA-KIDS SITE
A therapy technique for multi-syllabic words
Backward build-ups have long been used used in
ESL and teaching (and in teaching children and adults other
languages too). Velleman (2003) advocates backward build-ups as a
therapy technique for multi-syllabic words,
especially with children with CAS. You start with as much of the end
of the word a child can say. This might even be ALL of the word
except the first syllable. Here are two examples.
dictionary
teach
and strengthen "arry"
THEN
teach and strengthen "shun-arry"
THEN
teach and strengthen "dick-shun-arry"
THEN
modify the stress and timing (prosodic features)
until you have dictionary
California
teach and strengthen "yuh"
THEN
teach and strengthen "forn-juh"
THEN
teach and strengthen "lee-forn-yuh"
THEN
teach and strengthen "callie-forn-yuh"
THEN
modify the stress and timing (prosodic features)
until you have California
7.
Backward Chaining
(key, king)
Backward chaining is another
technique that has been around for a long time, and it can be used
to facilitate the production of two-syllable words in children who
only produce monosyllables. Find it on the
Therapy Facts and Tricks! page.
8.
Chaining for SI stops (key, king)
It is quite common among speech disordered populations to find
children who can produce stops word finally (SFWF) and syllable
finally within words (SFWW) but not word initially (SIWI) and at the
beginnings of syllables within words (SIWW). This is particularly
the case for /k/ and /g/. A variation of backward chaining can be
used to address this difficulty. You use final velars that the child
can produce to facilitate initial velars. The details are on the
Therapy Facts and Tricks! page.
9.
Child Speech Work Sheets
On the
Phonology and Articulation Resources web page is a selection
of child speech work sheets. The
sheets were made in MS Word, using pictures from
Microsoft Clip Art
and Media and converted into portable document files files (pdfs)
using
Adobe Acrobat (the program, not the free reader).
10.
Consumer Slide
Shows
Adult Communicative Styles
Adults can modify the way they talk to
reticent children in order for facilitate richer conversational
exchanges. The
slide show, Adult Communicative Styles, can be found on the
Consumer Slide Shows page.
This is a slide show for SLPs to use when 'educating' parents,
teachers, and other adults about talking to children with speech and
language impairments.
Modelling and Recasting
Here on the
Consumer Slide Shows
page is the 2006 version of an old favourite. It is a
slide show for Speech-Language Pathologists to use when
communicating with parents and caregivers about skills providing
feedback and encouragement to children with
speech sound disorders.
Frequency of recasting
Also on the
Consumer Slide Shows
page is a 'parent training' slide show about the intensity with
which recasting needs to occur in order to be effective with many
children with speech impairment.
The
fixed-up-one routine
On the
The Fixed-up-One Routine page you will find an introductory
handout and the slide show that goes with it for this metalinguistic
technique that allows adults to talk to young children simply about
self-monitoring, revisions and repairs. As well there is a
collection of "fixed-up-one routines" made for specific children,
around specific therapy targets, that you might find useful with
similar clients or that you might like to adapt.
11.
Markedness
This is a 1-page explanation of the
concept of implicational relationships or
markedness.
Relationships don't always work
out, and implicational relationships are no exception. It is
worthwhile, however, to experiment with target selection based on
the marked properties of phonemes.
Markedness is
a concept from the study of the sound systems of all natural
languages. A marked feature in a language implies the necessary
presence of another feature – hence “implicational relationship”.
For example, there are languages, like English, that have stops and
fricatives. There are languages that have stops, but no fricatives.
But no language has fricatives and no stops. This means that
fricatives are a marked class of sounds because the presence of
fricatives necessarily implies the presence of stops in a particular
language (an implicational relationship between fricatives and
stops).
FRICATIVES are marked
because they imply STOPS
VOICELESS SOUNDS are marked
because they imply VOICED SOUNDS
AFFRICATES are marked
because they imply FRICATIVES
12.
Quick
Screener
for SLPs
This is a child speech screening procedure
for SLPs. Download the stimulus pictures administered as a
PowerPoint slide show, the 1-page data collection form and the
1-page data analysis form, from this page
here.
13.
Quick
Screener
for Teachers
This is a child speech screening procedure
for Teachers, School Psychologists and others. Download the stimulus
pictures administered as a PowerPoint slide show, the 2-page record
form and three instructional slide shows, from this page
here.
14.
Target selection considerations
Target Selection Criteria from the Recent Literature
These suggestions arise from the
literature from the late 1990's to the 2000's.
Target Selection Criteria from the "Older" Literature
These guidelines arise from the 1970's to 1990's literature.
15.
Vowels
Vowel Contrasts for Phonological Therapy
This page comprises minimal pair pictures
for a range of vowel (and diphthong) contrasts. The vowel contrasts
represent (non-rhotic) Australian English pronunciation, but most of
them will "work" in other dialects of English.
16.
Yahoo! Groups
CHILD SPEECH DISCUSSION for
SPEECH-LANGUAGE PROFESSIONALS
phonologicaltherapy
Phonologicaltherapy was established in 2002 and
now has over 4,000 members. It is a listserv (discussion
group) for clinicians, including student clinicians, speech and
language researchers and university teachers. Most participants are
Speech-Language Pathologists and Linguists. Members explore
theoretical and research issues related to developmental
phonological disorders, childhood apraxia of speech, and other
childhood speech sound disorders, and their clinical management.
Interested consumers are welcome to join. Note that the group is for
professional discussion not consumer advice and support.
CHILD SPEECH
RESOURCES for SLPs
speechfiles
Speechfiles is relatively new. It is a collection of child speech resources of interest to members of
the phonlogicaltherapy group (see above). It was created in February
2006 because we
were about to exceed our 20MB storage capacity on our main page. It
is not a discussion group.
MORE INFORMATION
There is more about phonologicaltherapy and speechfiles
here.
SLT/SLP STUDENTS AND NEW
GRADUATES
slt-slp-students-and-new-grads
Discussions
here focus on speech-language pathology/speech-language therapy
student and new graduate interests, issues and concerns,
internationally.
COPYRIGHT
ã
Caroline Bowen ALL RIGHTS RESERVED Page updated
March 23, 2010
http://speech-language-therapy.com/04mc.htm
|