the maladaptive articulations with correct oral productions
Tx Components (as necessary)
"place map" for consonants; reliable self-monitoring
appropriate (inital) tx targets
the desired target sound(s) into the speech sound inventory
correct oral target versus error sound contrasts
target production in increasingly more complex contexts
Teach 'phonetic placement language and concepts'
names for speech structures
locations and directions
Target sound selection where to start tx?
Place of production
unvoiced before voiced, especially with glottals
for oral pressure consonants, fricatives before stops, especially if child produces both pharyngeal fricatives and glottals.
within a place category or manner class, consider normal acquistion sequence (p< t< k)
Get sound into the inventory:
Use _____ to establish oral place targets
For ____, new place learning & facilitating associated target manner and voicing?
For learned___, eliminating habitual nasal directing of airflow?
phonetic placement techniques
NE, oral direction of airflow learning
Teach correct oral target versus error sound contrasts:
Use ___ diagram
___ versus ___
____ teaching of?
/k/ VS pharyngeal stop
multi-modality of target sound production and contrast with error sound: watch, listen, feel
the basis for self-monitoring and self correction
Teach place contrasts:
diagrammatic, visual representation for aberrant vs target place contrasts
auditory discrimination tasks
Place contrasts: for auditory discrimination and production
Children need to be able to do the aud discrim task in order to ?
Teach child to ?
Negative practice paired with ? is a successful technique with articulation disorders?
learn and internalize the prodcution
make the error sound-target sound contrasts
glottal vs oral stop
oral airflow vs nasal airflow
Operational framework for conducting tx for CMAs:
concepts that underlie place learning
adequate speech discrimination skills
oral target place and eliminate non-oral error place
Eliminating glottal stop substitutions:
If /h/ is not in the inventory, teach ?
Use ? to elicit ANY oral articulation.
For oral stops, teach?
RE: target slection, do not ?
/h/ first (and whispered speech help break up glottals)
/h/ + vowel CVs and whispered speech
fricative manner to oral place
stop manner in that place
work on oral stops before homorganic nasal are established
Moving backed articulations up/forward: eliminating pharyngeal stops:
The goal is to establish?
Facilitate ___ with ___ and ___ ?
May need to establish?
placement, visual and tactile kinesthetic (T-K) teaching and monitoring