![]() This means they leave off the ending of most of their words. ![]() For example, a child may exhibit a typical error pattern, or phonological process of final consonant deletion. ![]() So the plan here is to work on the position they are having the most success with but not a position that is currently not a problem for them. If the child has more success with the target sound in the final position of syllables then I would begin working on the target sound in the final position of words. If the child is the most successful with the target sound in the initial (beginning) position of syllables I will begin work on the target sound in initial position of words. When I introduce the syllables I like to see in which position the child has the easiest time producing the target sound. This is called “medial syllable production”, meaning the target sound is in the middle of the syllable. If the target sound is /k/ then placing the vowel “before and after the target sound” would be, “ako, eki, ika, oku, and ukee. This is called “final syllable production”, meaning the target sound is at the end of the syllable. If the target sound was /p/ then placing the vowel “before the target sound” would be “ap, ep, ip, op, and up. Practicing a sound in syllables simply means adding each vowel after the target sound, before the target sound, and before and after the target sound, being sure to practice the long and short form of each vowel.įor example if the target sound was /s/ “after the target sound” would be “sa, se, si, so, and su.” This is called “initial syllable production”, meaning the target sound is in the beginning of the syllable. When you are satisfied they can say the sound in isolation you are ready to move on to syllables. I am satisfied with 10 accurate repetitions in a row. The more accurate repetitions you are able to get your child to produce the better. For example, if you are practicing the /t/ sound you would practice saying /t/, /t/, /t/ multiple times in a row. Practicing a sound in isolation means saying the sound all by itself without adding a vowel. You might say, “Put your tongue between your teeth then blow.” After the sound is learned, meaning they can say it accurately in imitation of you then practice the sound in isolation. For example, if a child cannot say the /th/ sound in imitation you break down the process for them. Sound elicitation is the process you go through to teach the child how to say the targeted sound. You’ll need to teach them how to say the sound. That means your job is going to be so much easier! If the child cannot say the sound, you’ll have some work to do. If the child is stimulable or can say the sound then you have cause to celebrate. What is stimulability? A child is “stimulable” if he or she can say the sound in direct imitation of the therapist or parent. So, after I have outlined the problem sounds I like to check for stimulability. They can also tell how your child compares to other children their age. They can do an articulation assessment that will tell you exactly what sounds your child is struggling with, what position of the word (begining, middle or ending) they are struggling with it in, and what sound if any they are substituting it with. If you do need some help you may want to see a speech pathologist and they can help you identify them. As a parent you could probably list them without a problem. So, let’s get started! The very first thing I want to know as a Speech Language Pathologist is what sounds does the child have difficulty with. This post is intended to simply explain the basic structure of articulation therapy and how you can work with your child on their sounds. I wanted to outline this for you because if you understand this pattern, it will make teaching the sounds so much easier!īefore I get into the details of this process, please understand that there are many other factors that affect speech intelligibility such as hearing loss, apraxia, oral motor deficits, sensory issues, and phonological processes to name a few, but I will not be addressing any of these here. That’s because when teaching kids how to say sounds there IS a general pattern I follow even though each specific sound changes. For those of you that have read some of my previous posts on how to teach specific sounds you may have noticed a pattern.
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